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Journal articles on the topic 'Teachers College Reading and Writing Project'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Mussa, Sualih, and Yitayal Wondie. "An Analysis of the English Language Needs of Customer Contact and Secretarial Operation Coordination Trainees: Some Selected Technical and Vocational Colleges in Ethiopia." Theory and Practice in Language Studies 11, no. 4 (2021): 340–49. http://dx.doi.org/10.17507/tpls.1104.02.

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This study is mainly conducted to find out the English language needs of Customer Contact and Secretarial Operation Coordination Level IV trainees. To achieve this objective, purposive sampling technique was used to select content area teachers while comprehensive sampling technique was used to include trainees and English language teachers. A survey research was the design of this study. To this end, questionnaire and interview were employed to collect data. Both quantitative and qualitative methods of data analysis were used in the study. The findings of the study showed that writing, speaki

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Kassem, Hassan M. "The Teaching and Learning of EFL Learning Strategies at a Saudi College." International Journal of Linguistics 12, no. 3 (2020): 37. http://dx.doi.org/10.5296/ijl.v12i3.16911.

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Shaqra University in Saudi Arabia is now seeking national institutional accreditation. The English program at Thadiq College of Sciences and Humanities, one of Shaqra University’s colleges, is participating in the project as a representative of all English programs in the university. The quality of teaching and learning is an important performance indicator that the accrediting committee (The Saudi National Committee of Academic Accreditation) considers in its evaluation process. For two years, teachers in the program have taught LLSs to students, especially in the first four levels that inclu

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Ran, Zhang, and Mogana Dhamotharan. "An Investigation of Metaphoric Cognition of First-Year College Students at Xinxiang Medical University, China." English Language Teaching 13, no. 7 (2020): 111. http://dx.doi.org/10.5539/elt.v13n7p111.

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The &ldquo;College English Teaching Reform Project&rdquo;, issued by the Chinese Ministry of Education aims to strengthen the practical English instruction and improve the English language proficiency of the college students (Ministry of Education, 2007). However, the problem of &ldquo;naturalness&rdquo; in handling English by the college students still exists due to imbalanced language forms and concepts between their native language (Chinese) and target language (English). Since metaphor was referred to as only a figure of speech and often compared with simile in high schools

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Hadiyanto, Anita Kurniawati. "STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (2019): 197. http://dx.doi.org/10.15639/teflinjournal.v30i2/197-211.

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As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study exa

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Ying, Zhang. "Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis." English Language Teaching 11, no. 2 (2018): 188. http://dx.doi.org/10.5539/elt.v11n2p188.

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English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students’ writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions driven by writing tasks, students are provided with sufficient opportunities to receive language input. Reading-to-writing activities, based on output-driven hypothesis, help students consolidate and internalize linguistic and stylistic knowledge acqui

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Englert, Carol Sue, Art Garmon, Troy Mariage, Mary Rozendal, Kathi Tarrant, and Joyce Urba. "The Early Literacy Project: Connecting across the Literacy Curriculum." Learning Disability Quarterly 18, no. 4 (1995): 253–75. http://dx.doi.org/10.2307/1511233.

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Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups

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Lumabi, Bethany Marie. "Task Based Dictation (TBD): A Means of Improving the Language Proficiency of College Students." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (2020): 116–30. http://dx.doi.org/10.47631/mejress.v1i2.67.

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Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’

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Koenig, Alan J., Catherine G. Mack, William A. Schenk, and S. C. Ashcroft. "Developing Writing and Word Processing Skills with Visually Impaired Children: A Beginning." Journal of Visual Impairment & Blindness 79, no. 7 (1985): 308–12. http://dx.doi.org/10.1177/0145482x8507900706.

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The Apple Education Foundation awarded a two-year joint project to Peabody College for Teachers and Tennessee School for the Blind (TSB) for the purpose of studying the development of word processing skills by visually handicapped students. Apple IIe microcomputers, printers, software, and specialized technological aids are now being used by students and teachers at TSB and by preservice teachers at Peabody College. This article discusses the project's conceptual framework, activities at the project site, and a module developed to introduce students to the Braille–Edit word processing system.

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Whittaker, Rachel, and Isabel García Parejo. "Teacher Learning for European Literacy Education (TeL4ELE): genre-based pedagogy in five European countries." European Journal of Applied Linguistics 6, no. 1 (2018): 31–57. http://dx.doi.org/10.1515/eujal-2017-0021.

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AbstractThis article gives two perspectives on an action-research literacy project based on the pedagogy of Reading to Learn (R2L). The project, organized in a cascade structure, introduced the functional linguistics-based pedagogy for reading and writing across the curriculum to national teams of key educators, who then took it to practising teachers, who used it with their pupils. The impact of the project on the three groups of 'learners' involved was then evaluated through questionnaires for educators and teachers and reading and writing tests. Knowledge of the texts of their subjects, and

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Almalki, Mansoor S., and Abdul Fattah Soomro. "Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context." English Language Teaching 10, no. 6 (2017): 93. http://dx.doi.org/10.5539/elt.v10n6p93.

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There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner. This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected thro

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Howell, Crystal D. "Book Review: Reading, Writing, and Literacy 2.0: Teaching with Online Texts, Tools, and Resources, K‐8, by Denise Johnson, New York: Teachers College Press, 2014." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 143–46. http://dx.doi.org/10.14434/ijlcle.v4i0.26923.

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Peñafiel Arcos, Edison Boanerges. "Reading comprehensión among college students." SATHIRI, no. 6 (July 6, 2018): 218. http://dx.doi.org/10.32645/13906925.288.

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The understanding of a text should be interpreted at different levels: literal, inferential and critical-evaluative. A literal level is to understand everything that the author explicitly com- municates through a text; understanding a text at an inferential level means to interpret everything that the author wants to communicate, but that sometimes he does not explicitly say or write; understanding a text at a critical- evaluative level means to value, project and judge both the content of what one author states in his writing as well as the inferences or relationships that can be established

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Ren, Junhong. "College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective." English Language Teaching 10, no. 7 (2017): 150. http://dx.doi.org/10.5539/elt.v10n7p150.

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College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language for

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King-O'Brien, Kelly. "“Writing Back to the News”." Pedagogy 21, no. 2 (2021): 295–309. http://dx.doi.org/10.1215/15314200-8811483.

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Abstract As online content has rapidly proliferated in recent years, college teachers may find teaching students how to navigate their way to reputable sources both more challenging and more crucial. When we integrate reading the news into our curricula, we can engage our students, cultivate their critical reading and writing skills, harness digital tools and sources, and teach students how to transfer those skills to academic writing and other endeavors. To fight fake news, students must learn to interrogate sources and writing in the news, thereby empowering them to read, discuss, and engage

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Wang, Ling. "On Chinese Cultural Penetration in College English Reading Teaching." Theory and Practice in Language Studies 8, no. 12 (2018): 1684. http://dx.doi.org/10.17507/tpls.0812.15.

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English reading teaching in college is an important aspect in cultivating students' listening, speaking, reading and writing skills, as well as a vital way to cultivate students' ability of using language. Many scholars have proved that language teaching and culture teaching are inseparable in reading teaching. The cultural penetration in English is emphasized by language researchers. However, a number of teachers pay more attention to words and difficult sentences in English reading teaching, they ignore Chinese traditional culture factors in reading materials and the importance of the tradit

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Neshe, Lazina Hossain. "Assessing the Higher Secondary Level Text Book through Reading and Writing Skills: An Empirical Investigation." Studies in Linguistics and Literature 3, no. 4 (2019): p283. http://dx.doi.org/10.22158/sll.v3n4p283.

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The article aims to look at evaluating English for Today for Class XI-XII of the HSC Textbook in the light of reading and writing skills which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the current academic session. Based on the questionnaire approach with the five HSC level English teachers and ten students from Scholars College, Tongi thana, Gazipur district, this study focuses on the reading and writing pedagogies to critically evaluate the effectiveness of the materials, and identifies the difficulties that teachers and students encounter. The f

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Friehat, Rania H., and Anoud Al-Khresha. "The Role of RAMP Initiative (Reading and Mathematics Project) in Raising the Level of Students in the Basic stage in Reading and Numeracy Skills." International Education Studies 14, no. 5 (2021): 109. http://dx.doi.org/10.5539/ies.v14n5p109.

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This study aimed to identify the RAMP initiative&rsquo;s role (read comprehensively, answer with understanding) in raising the level of literacy skills and numeracy from the point of view of teachers. It also aimed to identify its effectiveness in improving the reading and writing level of the basic minimum stage, as an initiative that reduces the delay in reading and helps in the development of skills to help students solve mathematical problems with understanding and accommodating. Closed questionnaires were distributed to the Central Badia region; the questionnaire consisted of (35) par

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Misdi, Misdi. "E-PORTFOLIO AS AN AUTHENTIC LEARNING ASSESSMENT IN A RESPONSE TO COVID-19 OUTBREAK IN INDONESIAN HIGHER EDUCATION: TOWARD CRITICAL STUDENT-WRITERS." Research and Innovation in Language Learning 3, no. 2 (2020): 158. http://dx.doi.org/10.33603/rill.v3i2.3565.

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This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as

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Nienkark, Lisa. "Contextualizing Instruction for Struggling Writers." Pedagogy 21, no. 1 (2021): 170–78. http://dx.doi.org/10.1215/15314200-8692771.

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During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the articl

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Aldabbus, Shaban. "Challenges Faced by Some Foundation Students at Bahrain Teachers College in Acquiring Reading and Writing Skills." International Journal of Pedagogical Innovations 5, no. 2 (2017): 123–31. http://dx.doi.org/10.12785/ijpi/050204.

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Levinsen, Karin Tweddell. "Substituting ICT as a Lever for Inclusion of Children with Reading and Writing Difficulties." Journal of Cases on Information Technology 12, no. 3 (2010): 75–89. http://dx.doi.org/10.4018/jcit.2010070105.

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This paper presents research findings from a 3-year development and research project named Project IT-folder (PIF) that aimed at the inclusion of young children with potential reading and writing difficulties into normal classes in a suburb of the Danish capital. The project ran from 2007 to June 2010 as collaboration between the Danish University School of Education, the local municipality government, the Pedagogic Development Centre and two primary schools in the municipality. The aim of the project was to produce research-based knowledge that grounds and consolidates a future-oriented and s

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Miller, Samuel D., Treana Adkins, and Mary Louise Hooper. "Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them." Journal of Reading Behavior 25, no. 1 (1993): 69–95. http://dx.doi.org/10.1080/10862969309547802.

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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rew

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Lubis, Nazriani, Alkausar Saragih, and Asnarni Lubis. "WHAT TEACHERS NEED; CARRYING OUT ISLAMIC BASED DIGITAL LITERACY ASSESSMENT THROUGH THE PROJECT." AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT 4, no. 2 (2020): 115–26. http://dx.doi.org/10.32696/ajpkm.v4i2.528.

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The community service program focuses on improving senior high school teachers’ ability in carrying out Islamic-based digital literacy assessment through Project-based Learning. It is empirically revealed by the research that Project-based Learning with video project serves considerable benefits, specifically, it leads to Islamic-based digital literacy assessment. The reality shows that teachers of MTS.Swasta Lab IKIP Al Washliyah located in Medan Amplas have never experienced digital literacy assessment journey since they tend to apply silent reading, and memorizing. Through this program, the

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Hasselgreen, Angela. "Empowering language professionals: Current ECML projects." Language Teaching 44, no. 3 (2011): 400–401. http://dx.doi.org/10.1017/s0261444811000231.

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The AYLLIT project (http://ayllit.ecml.at) was launched by the ECML in 2008, with the overall aim of producing material that teachers can use to establish the reading and writing level of young learners (YLs) between 9 and 13 years; the material will ultimately be linked to the CEFR (Council of Europe 2001).

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Gulla, Amanda Nicole. "Myth, Metaphor, and Metacognition: Shaping Voice and Identity Through Poetry in Teacher Education." LEARNing Landscapes 8, no. 1 (2014): 139–52. http://dx.doi.org/10.36510/learnland.v8i1.679.

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This article discusses the importance of teacher candidates writing poetry in their education methods classes in order to reflect upon and examine their beliefs about teaching and learning. Writing poetry in a teacher education context is also important because it prepares teachers to use these techniques with their own students. By writing poetry in the context of academic study, learners can see metaphorical connections between events and ideas. This stands in contrast to the idea put forth in the Common Core Standards that college and career readiness is best developed through reading and w

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Halwani, Noha. "Visual Aids and Multimedia in Second Language Acquisition." English Language Teaching 10, no. 6 (2017): 53. http://dx.doi.org/10.5539/elt.v10n6p53.

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Education involves more than simply passing the final test. Rather, it is the process of educating an entire generation. This research project focused on language learners of English as a Second Language. This action research was conducted in an ESL classroom in H. Frank Carey High School, one of five high schools in the Sewanhaka Central District of Nassau County. The research project explored the question: “Can visual aids improve English language acquisition in reading and writing for a beginner ESL?” The data analyzed were log observation sheets, pull-out focus groups, checklists, and surv

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McCarthey, Sarah J. "The Teacher, the Author, and the Text: Variations in form and Content of Writing Conferences." Journal of Reading Behavior 24, no. 1 (1992): 51–82. http://dx.doi.org/10.1080/10862969209547762.

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This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much m

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Dimaano, Matilda Heralde, and Ngô Thị Thu Hương. "Performance and difficulties in English language macro-skills by freshman students in selected colleges in Bacgiang City, Vietnam." Journal of English Language and Literature 11, no. 3 (2019): 1139–48. http://dx.doi.org/10.17722/jell.v11i3.416.

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Knowledge in four macro-skills (i.e., listening, speaking, reading, and writing) are needed by learners for effective communication. The consistent search for improvement on these macro-skills helps promote self-development, effective communication and success in many different environments and context. Learners are motivated by opportunities that may come during learning of macro-skills which in turn allow the skills to subconsciously grow and develop naturally within the learner. This study aims to evaluate the performance and difficulties in English language macro-skills of freshmen Vietnam

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Englert, Carol Sue, Taffy E. Raphael, and Troy V. Mariage. "Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding." Learning Disability Quarterly 17, no. 1 (1994): 2–32. http://dx.doi.org/10.2307/1511103.

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In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and writing. Project principles and activities are discussed, with a focus both on how teachers lead their students' literacy development and on how such instruction affects their special education students' literacy knowledge and performance.

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Umam, Chotibul. "INFORMAL ARTICLES AND READING-WRITINGSPEAKING CYCLE IN EXTENSIVE READING (ER) PROGRAM: EFL LEARNERS’ PERCEPTION." INFERENSI 9, no. 2 (2015): 279. http://dx.doi.org/10.18326/infsl3.v9i2.279-304.

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Informal article is one of authentic materials which may contain valuable informations and extensive input to develop the learners’ language proficiency. Unfortunately, most literature shows that informal articles are not widely used in Extensive Reading (henceforth ER) program. For this reason, in this micro-scale exploratory research, the writer would like to introduce the steps procedure in using informal articles in ERprogram for Indonesian EFL college learners and to investigate their perception toward the implementation of the procedure. The procedure is developed on the basis of the wri

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Frigillano, Shirley. "Prevalent Academic Cheating Practices Among Pre-Service Teachers." International Journal of English Language Studies 4, no. 7 (2021): 05–14. http://dx.doi.org/10.32996/ijels.2021.3.7.2.

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This descriptive study determined the pre-service teachers’ extent of engagement in academic cheating in exams, assignments, and bibliography. The study utilized the validated researcher-made instrument for data gathering. Mean, SD, ANOVA, and Mann Whitney U obtained the quantitative results. Findings revealed that academic cheating was prevalent among the pre-service teachers with high engagement in writing or citing correct bibliography. They claimed ideas as one’s design work, cited sources without reading the complete article, and copying someone’s ideas as a foundation for writing. Pre-se

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Nunes, Maria Fernanda Rezende, and Patrícia Corsino. "READING AND WRITING IN EARLY CHILDHOOD EDUCATION: CONTEXTS AND PRACTICES UNDER DEBATE." Cadernos de Pesquisa 49, no. 174 (2019): 100–129. http://dx.doi.org/10.1590/198053146109.

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Abstract The article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI - 2009). The article introd

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Simaremare, Rumasi. "HUBUNGAN KEBIASAN MEMBACA DENGAN KEMAMPUAN MENULIS MAHASISWA PROGRAM SARJANA KEPENDIDIKAN BAGI GURU DALAM JABATAN (PSKGJ) TOBASA." JURNAL PENELITIAN BIDANG PENDIDIKAN 18, no. 1 (2012): 18. http://dx.doi.org/10.24114/jpp.v18i1.4284.

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This study aims to determine the relationship had been reading habit by writing articles Undergraduate Student Education for Teachers Tobasa. The hypothesis of this research are : There is a significant relationship between the reading habits of college students with the ability to write articles Bachelor (S1) Education for Teachers (PSKGJ) Tobasa. The method used in this research is corelation method. The entire student population (PSKGJ) Tobasa totaling 143 people with the sample 45 people were taken by random sampling technique proporsional. As a questionnaire data collection instruments an

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Torres Jaramillo, Claudia. "Through the eyes of a researcher: A school’s literacy project." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 105. http://dx.doi.org/10.14483/22487085.184.

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Research and reflection are two key aspects for teachers’ growth and development. This article is a final report of a research study which aims at describing the process lived by the English coordinator and a group of high school teachers from various disciplines which was sponsored by el Instituto para la Investigación y el Desarrollo Pedagógico - IDEP (one of the most serious institutions that support educational research in Colombia). The group of researchers wanted to systematically and critically observe and analyze the reading and writing pedagogical practices held at school in order to

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Zubir, Faharol, Ina Suryani, and Norlizawati Ghazali. "Integration of Augmented Reality into College Yearbook." MATEC Web of Conferences 150 (2018): 05031. http://dx.doi.org/10.1051/matecconf/201815005031.

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Augmented reality (AR) has been used in many schools and colleges in developed countries. Apart from enhancing teaching to be more interactive, inventive and resourceful, the use of AR also has been reported to boost learning by fostering creativity and imagination, enhancing collaboration and team work, and making learning more engaging and stimulating. Despite the potentials of AR in enhancing school materials, this technology often has teachers and learners as the end users rather than developers. Given the benefits of AR in education, this study experimented on having the teachers and lear

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Henderson, John. "On Pliny on Martial on Pliny on Anon… (Epistles 3.21/Epigrams 10.19)." Ramus 30, no. 1 (2001): 56–87. http://dx.doi.org/10.1017/s0048671x00001582.

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For the most part, editors and teachers have conspired to ignore the book gatherings in administering their dosage of Pliny (as of Cicero's, or of Seneca's Letters). But Epistles 3.21 is a striking tailpiece which pricks the reader to reflect back over all the book they have been reading. A resounding sequence of letters through the book has been writing up writers when we reach the finale's valediction to Martial. Each time writer and subject of writing share the trait of being writers, this entices readers to play at joining them, and so entertain the experience of reading through their mind

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Umar, Umar. "THE IMPORTANT ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)." Journal of English Language and Literature (JELL) 6, no. 1 (2021): 69–80. http://dx.doi.org/10.37110/jell.v6i1.117.

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the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of wor

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Marques, Mário C. "Five years in Sports Sciences." Motricidade 12, no. 4 (2017): 1. http://dx.doi.org/10.6063/motricidade.11883.

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I was glad to read today, on December 16th of 2016, that the Sports Sciences Department of the University of Beira Interior (UBI) appears in an outstanding place in the Shanghai Ranking's Global Ranking for Sport Science Schools and Departments. We could indicate that this small department is actually in the top 80 of the sports schools of the world, which is something that should be highlighted.In 2007, the head of the Department of Sports Sciences at UBI and currently president of the Faculty of Social Sciences and Humanities (UBI) called for the development of internal research in the field

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Fröhlich, Cláudia Bechara, and Simone Moschen. "Formação docente: literatura e memória inventiva na construção da narrativa de formação." education policy analysis archives 20 (November 12, 2012): 36. http://dx.doi.org/10.14507/epaa.v20n36.2012.

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This article starts from a reflection about Reading-Writing Teacher’s Club’s project, developed in the cities of Dois Irmãos and Morro Reuter, Rio Grande do Sul, Brazil. It is an ongoing training for elementary schools teachers in which the fictional tale was built as a text for study. Our aim was to map how the shared readings took place in this work and the effects of this project on the participants’ continuous training. For both, an Edge Diaries where produced in each meeting of the Club. This is a narrative about how the tale words had been worked by the participants’ speech. The Edge Dia

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Kamel, Assist Inst Nuha Amir. "Investigating Dyslexia Among Iraqi EFL University Students." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (2018): 39–56. http://dx.doi.org/10.36473/ujhss.v219i1.499.

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Dyslexia is a language-based learning disability. It refers to a bunch of symptoms, which result in people having difficulties with specific language skills, mainly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. It is necessary here to clarify exactly what is meant by Dyslexia as a life-long condition; however its impact can change at different stages in a person’s life.To achieve the aim of the research, a sample of (122) first year students of English language Department / College of Education for Humanities/ Diya

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Bisonó, Amantina del Rosario. "Aplicación de la estructura problema solución en la producción de textos explicativos en la asignatura Control Estadístico de Calidad / Application of the problem solving structure in the production of explanatory texts in the Statistical Quality Control." Cuaderno de Pedagogia Universitaria 11, no. 21 (2015): 60–67. http://dx.doi.org/10.29197/cpu.v11i21.202.

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ResumenEn este trabajo se muestra cómo la aplicación del modo de organización del discurso problema/solución en textos explicativos de la asignatura Control Estadístico de Calidad de la Carrera deIngeniería Industrial mejora las competencias escritas de los universitarios. Se explica el diseño de una tabla con los criterios de redacción y cómo se evaluaron los trabajos de los estudiantes para medir su progreso en las asignaciones escritas de la asignatura. También se alude a una encuesta de opinión que se realizó a los profesores de la carrera de Ingeniería Industrial sobre su valoración acerc

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Srirangam and Mahendran. "ATTITUDE TOWARDS HOME WORK AMONG TEACHERS AT SECONDARY LEVEL IN COIMBATORE DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (2017): 78–82. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1973.

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Homework is defined as a set of tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. The study aimed to examine the attitude towards home work among teachers at secondary levels. The investigator adopted survey method to study the attitude towards home work among teachers at secondary levels. For this study a sample of 300 seconda

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Gleason, Michael L., Megan E. Melançon, and Karynne L. M. Kleine. "Using Critical Literacy to Explore Genetics and its Ethical, Legal, and Social Issues with In-Service Secondary Teachers." CBE—Life Sciences Education 9, no. 4 (2010): 422–30. http://dx.doi.org/10.1187/cbe.09-09-0065.

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The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to “read the world” ( Wink, 2004 ). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what

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Liu, Juan. "On Culture Infiltration and the Strategy Integrated with Specialty Characteristics in College English Teaching." English Language Teaching 10, no. 5 (2017): 91. http://dx.doi.org/10.5539/elt.v10n5p91.

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Language is an indispensable part of culture, and it is also a major carrier and medium of culture communication and transmission. Learning a foreign language means not only learning basic language knowledge, training and improving the ability of listening, speaking, reading, writing and translating, but enriching the cross-cultural awareness, cultivating cross-cultural communication competence and making the voice of native culture to communicate with the outside world. Thus, more and more educators and teachers at home and aboard have come to realize the importance of culture teaching in lan

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Dashti, Abdulmohsen A. "Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year." English Language Teaching 12, no. 6 (2019): 24. http://dx.doi.org/10.5539/elt.v12n6p24.

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In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students&rsquo; population, i.e., English major students (the samp

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Stålberg, Anna. "Academic writing among first-term students in the nursing programme at the Swedish Red Cross University College − A description of a three-term transprofessional project in collaboration with the library and the student support unit at Södertörn University." Journal of Nursing Education and Practice 12, no. 1 (2021): 41. http://dx.doi.org/10.5430/jnep.v12n1p41.

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Background and objectives: The academization of the nursing education has emphasized the need for students to acquire academic literacies both for educational and clinical reasons. However, for long being a practical profession, nurse students do not always reflect on the importance of being academic literate. This aim of this article was to describe the teaching of introductory academic writing to first-term students in the Swedish Red Cross University College’s nursing programme, implemented as a transprofessional collaboration project involving the Swedish Red Cross University College and t

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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.

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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two

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Dung, Đỗ Thị Xuân, and Trương Thái Chân. "DISCOURSE STRUCTURE AND ITS IMPLICATION IN THE READING CLASSES." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (2018): 39. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4472.

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<p>For years, EFL reading teachers and researchers have searched for effective methods to equip learners with efficient reading strategies, one of which concerns awareness-raising and exploration of discourse structures. That means making students meta-cognitively aware of strategies and techniques that promote reading comprehension in terms of the macro-level characteristics of the text. Research has pointed out indispensable roles of text structure knowledge in promoting an efficient strategy that enhances reading comprehension. This paper reports the results of a project on the propos

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Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting

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Crutchfield, John. "Creative Writing and Performance in EFL Teacher Training: A Preliminary Case Study." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (2015): 1–34. http://dx.doi.org/10.33178/scenario.9.1.1.

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The following case study was conducted in 2014 in the Department of Didactics of the Institute for English Language and Literature at the Freie Universität Berlin. It was conceived as a preliminary investigation for an ongoing qualitative research project called The Experience of Theatrical Performance in EFL Teacher Education. The purpose of this larger project is to study the effects of the experience of theatrical performance (i.e. live performance before an audience) on EFL teachers-in-training. For this preliminary study, qualitative data were obtained from a group of seven undergraduate

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