Relevant bibliographies by topics / Language learning materials selection and adaptation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Language learning materials selection and adaptation'

Author: Grafiati
Published: 3 June 2025
Last updated: 19 July 2025

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Journal articles on the topic "Language learning materials selection and adaptation"

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Baydikova, Tatiana V., and Elena L. Makarova. "Selection and adaptation of teaching materials for content and language integrated learning." Tambov University Review. Series: Humanities, no. 4 (2023): 833–44. http://dx.doi.org/10.20310/1810-0201-2023-28-4-833-844.

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Importance. Language teaching in higher education is aimed not only to promote the development of communicative competence at medium and high levels, but also to be a way of familiarizing students with specialized foreign language discourse. One of the most common methods that can accomplish these two tasks is Content and Language Integrated Learning. With its help, it is possible to adapt authentic materials to the requirements of linguodidactics. However, the question of the procedure for creating teaching materials for an integrated course remains open – there is a need to determine the gen
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Labinska, B. I., N. M. Vyspinska, T. P. Koropatnitska, and D. V. Paranyuk. "STRATEGIES AND CRITERIA FOR FOREIGN LANGUAGE READING MATERIALS SELECTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (2022): 165–72. http://dx.doi.org/10.32342/2522-4115-2022-1-23-20.

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Reading is of great importance for the modern educational process, as it opens access to leading sources of information, expands people’s outlook, etc. Naturally, reading as a communicative skill and a means of communication is always used at the FL classes. However, the foreign language competence of most Ukrainian teachers remains insufficient. The purpose of the article is to single out the strategies and criteria for selecting the educational material to improve the level of teachers’ foreign language competence in reading. Thus, the current study presents the criteria for selecting the fo
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G'afforova, Nigora Abdunosirovna Akhmedov O.S. "APPROACHES OF SCHOLARS TO THE DEVELOPMENT OF LEXICAL DOUBLETS IN ENGLISH." Zamonaviy dunyoda ijtimoiy fanlar 2, no. 07 (2023): 63–65. https://doi.org/10.5281/zenodo.7976655.

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Any language has a social element, making it impossible for it to exist and grow apart from society. The primary goals of this work are to identify the fundamental components of the specificity of materials selection and adaptation in language teaching/learning and to define existing selected materials difficulties among various courses; to identify the advantages of selected materials in the classroom and adapting the materials; and to describe the structural and lexical-semantic domain of English doublets.  
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Sabiha, Khatoon, Andleeb Mehreen, and Bushra Hanif Marium. "A Review on The Role of Information Technology in Efficient Authentic and Non-Authentic Materials in ESP Classrooms With ESL/EFL Students." Mazedan Journal of Language and Literature 2, no. 2 (2022): 8–14. https://doi.org/10.5281/zenodo.7991882.

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This research article explores the role of information technology in the efficient integration of authentic and non-authentic materials in English for Specific Purposes (ESP) classrooms with ESL/EFL students. The study begins by providing the background and importance of selecting effective materials for language learning. It then defines and discusses the characteristics of authentic and non-authentic materials, emphasizing their significance in ESP classrooms. Theoretical frameworks and models supporting the integration of information technology in language learning are examined, with a focu
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Efimova, A. N., and O. V. Karchava. "Problems of working with popular science texts in foreign language course of technical universities." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 104, no. 2 (2023): 188–92. http://dx.doi.org/10.18411/trnio-12-2023-120.

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Specific linguistic features of popular science literature allow the use of these text materials for educational purposes in the process of learning a foreign language in non-linguistic universities. However, the selection of linguistic material optimally meeting the demands of the specified studying courses presents certain difficulties. The choice and adaptation of popular science texts for studying purposes becomes still more difficult with the shortage of time assigned by the programs for this compulsory subject.
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Bedikulova, Xadicha. "THE ROLE OF AUTHENTIC VIDEO IN DEVELOPING SOCIACULTURAL COMPETENCE." "Ilm-Fan" Journal of Science 1, no. 2 (2023): 129–33. https://doi.org/10.5281/zenodo.7985297.

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The article highlights the history of the development of communicative competence and forming the process of sociocultural competence as a main component of communicative competence. The author describes the features of sociocultural competence and its correlation to using authentic video materials. She considers the effectiveness of the method of using authentic videos in foreign language teaching as high. The advantages and disadvantages of using such materials for educational purposes are analyzed using examples. The recommendations are given on the methodological adaptation of this materia
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Novi Indriyani and Rezky Uspayanti. "ADAPTING GOOGLE MAPS AS THE SOURCE OF SPEAKING MATERIAL FOR EOP STUDENTS." Acceleration: Multidisciplinary Research Journal 1, no. 04 (2023): 184–91. http://dx.doi.org/10.70210/amrj.v1i04.43.

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This paper is addressed to promote one of the teaching-learning materials for EOP students by considering several appropriate material developments. Speaking subject becomes the layout of this research, and Google Maps is chosen to be adapted into their learning material. The writer started the procedure with several steps, such as planning the sequence of learning components, the adaptation process, and inserting preferable tasks. Thus, along with the procedures, the material is added by several linguistic features such as vocabulary, grammar, and dialogue. Halfway through the material constr
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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (2017): 210–14. http://dx.doi.org/10.17816/snv201764302.

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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The aut
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Shchepanska, Khrystyna. "INFORMATION TECHNOLOGIES AT THE CLASSES OF UKRAINIAN AS A FOREIGN LANGUAGE IN THE CONDITIONS OF DISTANCE EDUCATION." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 17 (June 25, 2023): 50–57. http://dx.doi.org/10.30970/ufl.2023.17.3910.

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Тhe role of the information technologies in the conditions of distance learning at the classes of the Ukrainian as a foreign language is analyzed in the article. The advantages of using of the innovative technologies in the modern educational process, in particular, during the study of the Ukrainian language as a foreign language, have been determined. Ways to overcome the communication barriers in the process of distance learning are identified, one of which is seemed to be in mastering of the information technologies. The important online tools for organizing a high-quality and interesting e
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Kerdivar, Natalia, and Nadia Turdarova. "DEVELOPMENT OF LISTENING COMPREHENSION SKILLS OF FOREIGN COMMUNICATORS (LEVELS B1) USING AUTHENTIC VIDEO MATERIAL FROM YOUTUBE FOR VYSHYVANKA DAY." Psychological and Pedagogical Problems of Modern School, no. 1(11) (April 30, 2024): 85–93. http://dx.doi.org/10.31499/2706-6258.1(11).2024.304944.

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Listening comprehension is both a goal and a means in the educational activities of foreign language learners, as it builds listening skills and enhances the effectiveness of acquiring communicative competence. It also stimulates their receptive abilities. Consequently, the creation of didactic materials and audio-video content, along with exploring new methods and techniques for their use, remains a critical area in linguodidactics. These materials should be of high quality to facilitate the professional development of future professionals and assist in adapting adapting to new life circumsta
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Dissertations / Theses on the topic "Language learning materials selection and adaptation"

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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.

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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources
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Book chapters on the topic "Language learning materials selection and adaptation"

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Nami, Fatemeh. "Materials Development, Selection, Adaptation, and Evaluation for Language Learning Definitions and Theories." In Online Language Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-7070-4_2.

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Tomlinson, Brian. "Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education." In Emotions in Second Language Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_10.

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Jakonen, Teppo, and Heidi Jauni. "Telepresent Agency: Remote Participation in Hybrid Language Classrooms via a Telepresence Robot." In New Materialist Explorations into Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_2.

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AbstractVideoconferencing technologies have become increasingly common in different sectors of life as a means to enable real-time interaction between people who are located in different places. In this chapter, we explore interactional data from synchronous hybrid university-level foreign language classrooms in which one student participates via a telepresence robot, a remote-controlled videoconferencing tool. In contrast to many other forms of video-mediated interaction, the user of a telepresence robot can move the robot and thereby (re-)orient to the space, the other participants and material objects that might be outside his immediate video screen. We employ an ethnomethodological and conversation analytic (EMCA) perspective to explore Barad’s (Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press: 2007) notion of agency as a distributed phenomenon that emerges from assemblages of humans and materials. We demonstrate the complex nature of telepresent agency by investigating where agential cuts lie in three short episodes that involve mediated perception, touch and movement. Based on the analyses, we discuss how the telepresence technology configures learning environments by making new kinds of competences and forms of adaptation relevant for teachers and students.
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Gurzynski-Weiss, Laura, Lara Bryfonski, and Derek Reagan. "Chapter 11. Teacher IDs and task adaptations." In Individual Differences and Task-Based Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.11gur.

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This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other.
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"4 Coursebook-based teaching: selection and adaptation." In Materials Evaluation and Design for Language Teaching. Edinburgh University Press, 2016. http://dx.doi.org/10.1515/9780748694822-007.

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"Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials." In SLA Research and Materials Development for Language Learning. Routledge, 2016. http://dx.doi.org/10.4324/9781315749082-21.

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Ávila-López, Javier. "Materials Development." In Teacher Training for English-Medium Instruction in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch014.

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This chapter reviews the literature on materials development for EMI, providing keys for evaluation, adaptation, production, and exploitation of learning materials for English-taught higher education courses. It identifies the key assets in the coordinated application of materials development and EMI research, drawing on the prerequisites for coordinated language use and content learning. The key approaches for the development of interactive communicative materials are considered and analyzed to provide a deep insight on the rationale behind the main educational proposal—task-based content through language teaching (TBCLT)—that offers a number of indications to develop task-based EMI materials taking into account the potential of a text-driven syllabus that includes integrated project work as a staple diet of classroom dynamics.
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Yılmaz Virlan, Ayşe. "Course Book Selection and Adaptation in Curriculum Design: An Overview." In Eğitimde Güncel Araştırmalar - V. Özgür Yayınları, 2023. http://dx.doi.org/10.58830/ozgur.pub382.c1684.

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Curriculum design comprises not only creating language courses and course materials but also selecting texts and other teaching resources and adapting changes to pre-existing courses. There has been an ongoing debate concerning the role of course books in language courses and how to equip teachers with a sensible approach to adopting and adapting course books. Despite this, practically all debates conclude that course books will be beneficial if they are in touch with the present state of learners' knowledge (Graves, 2000). As a result, teachers should pay attention to these variables in curriculum design and be familiar with the technique. A flexible approach is essential, as is selecting a course book. However, modifying and incorporating a textbook into a curriculum is a more difficult task than it appears, as it entails supporting and mentoring not only teachers but also students in curriculum creation.
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Engin, Kübra, Kadriye Selin Budak, Emine Bozkurt Polat, Feyza Aydin Bölükbaş, and İlkay Ulutaş. "Linking With Technology in the Education and Adaptation Processes of Refugee Children." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2591-9.ch006.

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In this section, the needs of refugee children are discussed within the framework of Maslow's hierarchy and family systems theory, and explanations of children's participation in educational processes, the use of technology in educational processes, and teacher guidance are given. In addition, the study aims to determine the knowledge, awareness, and experiences of preschool teachers in Turkey about integrating technology into education in classrooms for refugee children. In this direction, the teacher interview form on technology integration into activities with refugee children in early childhood was developed by the researchers, and the current situation was revealed by interviewing preschool teachers working with refugee children. As a result of the research, it was seen that refugee children in Turkey have problems with language and communication, adaptation and behavior problems, self-care skills, and cultural differences. It was found that teachers used language translation programs and technology-assisted instruction to solve these problems and made arrangements such as making extra explanations for refugee children in the context of language and culture, using Arabic materials, and speaking English. It was stated that technology integration was beneficial for refugee children in terms of easier language acquisition. "easier instruction, more adaptability and motivation, and faster learning, and it was emphasized that it provided equal opportunities with Turkish children.
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Zachepa, I. M., and V. I. Mykhailova. "SECTION #4. VIRTUAL EDUCATIONAL ENVIRONMENT IN THE SYSTEM OF PROFESSIONAL FOREIGN LANGUAGE TRAINING 4.3 THE POTENTIAL OF MEDIA RESOURCES AND DIDACTIC TEACHING OF AUTHENTIC MATERIALS FOR THE DISCIPLINE "SECOND FOREIGN LANGUAGE (GERMAN)"." In CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052-9.

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The focus of this study is on educational media resources that can be effective and appropriate in classes of the discipline “Second foreign language (German)” and their potential for didactic authentic materials. The work defines what an educational media resource is. Educational media resources for the German language and the potential of their use for the discipline “Second foreign language (German)” were studied. Criteria for the selection of media resources for the discipline “Second foreign language (German)” have been defined. Separate issues of the methodology of using educational media resources in the context of teaching and learning the German language are considered. Ways of integrating certain educational media resources into the process of teaching and learning the German language are described. We focus on media literacy and consider digital applications that can bring authentic texts closer to students. We are interested in Web 2.0 platforms that can be used to create interactive exercises, since the idea is to didactically correctly, creatively, interestingly process authentic materials of a country-study nature, and get positive results in students’ assimilation of educational material. Taking into account the practical experience of using educational media resources of the world-famous educational platforms Goethe-Institut, Deutsche Welle and Klett-Verlag, a concise didactic analysis of their product is presented and recommendations are provided for the use of their content within the educational discipline “Second Foreign Language (German)”.
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Conference papers on the topic "Language learning materials selection and adaptation"

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Berns, Anke, and Concepcion Valero-Franco. "Embracing transition: The impact of emerging technologies on language learning pedagogies." In International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-03.

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Rapid technological advances require constant innovation and the creation of new products and services, the improvement of processes and the optimisation of resources. This constant evolution in all areas of society, including education, poses a persistent challenge to educators and institutions, requiring continuous adaptation of pedagogical models to accommodate technological advances while ensuring ethical and inclusive development. This paper outlines our journey as researchers, language teachers and instructional designers, focusing on the adoption of Extended Reality (XR) technologies an
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Xia, Rui, Zhenchun Pan, and Feng Xu. "Instance Weighting with Applications to Cross-domain Text Classification via Trading off Sample Selection Bias and Variance." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/624.

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Domain adaptation is an important problem in natural language processing (NLP) due to the distributional difference between the labeled source domain and the target domain. In this paper, we study the domain adaptation problem from the instance weighting perspective. By using density ratio as the instance weight, the traditional instance weighting approaches can potentially correct the sample selection bias in domain adaptation. However, researchers often failed to achieve good performance when applying instance weighting to domain adaptation in NLP and many negative results were reported in t
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Dumitrescu, Virginia mihaela. "THE USE OF ONLINE LANGUAGE-LEARNING TOOLS AND RESOURCES FOR SELF-STUDY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-215.

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The present paper looks at the way the existing multitude of free online language-learning tools and resources can be successfully leveraged for self-study purposes, especially at intermediate and advanced levels. Self-study, which has long been viewed as either a supplement or an alternative to existing formal education models, seems to be gaining even more ground – along with its basic requirements: learner autonomy and capacity for self-motivation, self-discipline, and correct goal-setting – within today’s learner-centric education paradigm, largely facilitated by the new IC technologies. T
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Özcan, Eda Nur, and Prof Dr Esim Gürsoy. "ENHANCING LANGUAGE SKILLS AND ENVIRONMENTAL LITERACY: AN ECO-PEDAGOGICAL APPROACH TO TEACHING ENGLISH TO YOUNG LEARNERS." In London International Conference on Teaching, Education & Learning, 10-11 September 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.226227.

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This study investigates the integration of an eco-pedagogical approach into a language course designed for young learners of English through theme-based language instruction and ESD (Education for Sustainable Development). With the growing concern regarding environmental sustainability in global education, there is an urgent need to equip learners with necessary skills and knowledge to educate responsible citizens of future. This need is particularly crucial to young learners who are at critical ages during which shaping attitudes and behaviors bears lifelong benefits in terms of influencing t
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Constantin, Andreea raluca. "TEACHING AND LEARNING ENGLISH BY MEANS OF ONLINE SOURCES." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-244.

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Learning foreign languages in the 21st century is a human necessity, a prerequisite for personal and professional success, an activity impossible to avoid. In addition, learning English, considered a lingua franca, a language so widely spread in the virtual world, mass media, advertising, music, TV shows, etc. can be easy, entertaining and accessible. Starting from the topic of this workshop, based on my own experience as a Foreign Language Teacher and backed up by specialised courses for teachers of English, this paper aims to review, in a development focused manner, several authentic materia
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Ionita, Anca daniela, Adriana Olteanu, and Radu nicolae Pietraru. "REENGINEERING LEARNING SCENARIOS WITH WEB-BASED TECHNOLOGIES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-217.

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Web-based technologies allow teachers to introduce new kinds of learning content and new tools, to diversify the educational options and increase the flexibility. This blending leads to a change in the learning process itself, which makes a major difference from the students' and the teachers' perspectives. Apart from the traditional guidelines, one currently uses web-based tools for generating wiki pages, lessons and reports, for presenting application domain concepts, integrating acquired data and executing queries on various results shared by colleagues. We analysed the practical work of en
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Sproģe, Ieva, and Sarmīte Tūbele. "Challenges of Easy and Plain Language in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.37.

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In the age of globalisation and digitalisation, the amount of information is constantly increasing. The society’s responsibility is also increasing, as there is a large part of society that needs special support in order to make this information accessible. One way to do that is being able to communicate in easy or plain language. The aim of this article is to reveal easy and/or plain language as one of the measures for an inclusive society, and pinpoint the possibilities of expanding it in Latvia, where there has been little discussion about the different use and text creation methods of easy
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Carpintero Rezende, Edson José, Juliana Godin, Enderson Neves Cruz, and Sérgio Antônio Silva. "Art, Design and Technology in education: development of animatronics as learning objects for the study of robotics." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.94.

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This work presents the results of a transdisciplinary project between the areas of Art, Design, Electronics and Informatics, whose objective is to develop techniques for the construction of animatronics to apply them as learning objects in robotics teaching. The project was designed to integrate, in its team, teachers, researchers, social educators and students. The conceptual axis was proposed by researchers in the areas of Art, Design and Electronics, based on the concern of teachers and students regarding the high retention and dropout rates in the technical course in Electronics, in a tech
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