Relevant bibliographies by topics / Tefl academics

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

Academic literature on the topic 'Tefl academics'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Tefl academics"

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Bai, Li, and Peter Hudson. "Understanding Chinese TEFL academics’ capacity for research." Journal of Further and Higher Education 35, no. 3 (2011): 391–407. http://dx.doi.org/10.1080/0309877x.2011.569014.

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Peng, Jian-E., and Xuesong (Andy) Gao. "Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity." SAGE Open 9, no. 3 (2019): 215824401986629. http://dx.doi.org/10.1177/2158244019866295.

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Motivation is considered an important impetus driving and sustaining individuals’ efforts to fulfill their goals. Against the backdrop that university academics worldwide are increasingly expected to produce research output in prestigious journals for both individual and institutional development, it is necessary to understand academics’ research motivation and its relations with research productivity in international and local journals. This study, being descriptive and explanatory in nature, surveyed 309 academics who taught English as a foreign language (TEFL) in China. Results showed that the participants exhibited stronger extrinsic motivation, in the form of external and identified regulations, than intrinsic motivation. However, these two subtypes of extrinsic motivation were significantly negatively associated with academic publishing, whereas intrinsic motivation was the significant positive factor associated with the participants’ publication in international journals. These findings remind both academics and educational managers of the importance of enhancing intrinsic motivation and refining contextual support in improving academics’ research productivity.
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Bai, Li, and Jan Millwater. "Chinese TEFL academics’ perceptions about research: an institutional case study." Higher Education Research & Development 30, no. 2 (2011): 233–46. http://dx.doi.org/10.1080/07294360.2010.512913.

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Bai and Hudson. "Examining research productivity of Chinese TEFL academics across departments and institutes." International Journal for Researcher Development 1, no. 3 (2010): 191–205. http://dx.doi.org/10.1108/1759751x201100017.

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Lam, Lydia S. T. "Hong Kong-based TEFL/TESOL global academics: life, culture, mobility, globalisation and cosmopolitanism." Globalisation, Societies and Education 11, no. 1 (2013): 85–107. http://dx.doi.org/10.1080/14767724.2012.750456.

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Bai, Li, Jan Millwater, and Peter Hudson. "Factors that Influence Chinese TEFL Academics’ Research Capacity Building: An Institutional Case Study." Asia-Pacific Education Researcher 22, no. 2 (2012): 119–26. http://dx.doi.org/10.1007/s40299-012-0004-6.

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Bai, Li, Jan Millwater, and Peter Hudson. "Chinese Teaching English as a Foreign Language (TEFL) academics' perceptions about research in a transitional culture." Journal of Higher Education Policy and Management 34, no. 1 (2012): 91–102. http://dx.doi.org/10.1080/1360080x.2012.642336.

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Bai, Li, Jan Millwater, and Peter Hudson. "Workplace influences on Chinese TEFL academics’ development as researchers: a study of two Chinese higher education institutions." Research in Post-Compulsory Education 18, no. 4 (2013): 415–30. http://dx.doi.org/10.1080/13596748.2013.847233.

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Bai, Li, Peter Hudson, Jan Millwater, and Megan Tones. "Development of a survey instrument to measure TEFL academics’ perceptions about, individual and workplace characteristics for conducting research." International Journal of Research & Method in Education 36, no. 1 (2013): 52–66. http://dx.doi.org/10.1080/1743727x.2012.690389.

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Krishen, Anjala S., Michael T. Lee, and Robyn L. Raschke. "The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools." Journal of Marketing Education 42, no. 1 (2019): 7–22. http://dx.doi.org/10.1177/0273475319879972.

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.
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Dissertations / Theses on the topic "Tefl academics"

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Bai, Li. "Enhancing research productivity of TEFL academics in China." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41732/1/Li_Bai_Thesis.pdf.

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As research has become an important indicator of TEFL academics’ overall performance in Chinese higher education institutions, it is critical that TEFL academics are able to meet the expectation of conducting research. This mixedmethod study investigated research productivity of Chinese TEFL academics and associated influences, with the ultimate objective of constructing a framework to help build their research capacity in the future. Using an initial survey, the study provided a snapshot of research productivity of 182 TEFL academics from three Chinese higher education institutions, and individual and institutional characteristics that influenced their research productivity. Using interviews and documents as the data sources, the subsequent qualitative case study of two purposively-sampled Chinese TEFL departments provided insights into Chinese TEFL academics’ perceptions about research, and individual, institutional and departmental efforts in meeting the research expectation. The findings from this study revealed that the 182 Chinese TEFL academics’ research productivity during 2004-2008 was relatively low as a whole as was the quality of their research. This study identified four influences that impacted on Chinese TEFL academics’ research productivity: TEFL disciplinary influences, institutional and departmental research environments, individual characteristics desirable for research, and TEFL academics’ perceptions about research. Drawing upon the above findings from this study, a Framework towards Enhancing Chinese TEFL Academics’ Research Productivity (FECTARP) was constructed. The FECTARP synthesised the findings from the study, and presented a framework for Chinese institutions and TEFL departments to enhance their TEFL academics’ research capacity.
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Ma, Wenying. "Factors affecting the motivation of TEFL academics in higher education in China." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54742/1/Wenying_Ma_Thesis.pdf.

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This study investigates the motivation of English language lecturers in a Chinese university. Recent studies have shown that low morale and job dissatisfaction are significant problems identified in lecturers who teach English in universities in China. Given the importance of teaching English as a second language in China, this problem has potentially significant ramifications for the nation’s future. Low staff morale is likely to be associated with less effective teaching and poor student learning outcomes. Although the problem is acknowledged, there has been limited research to understand the underlying contributing factors. To address this, a sequential explanatory mixed methods approach was adopted and implemented in two phases at a large regional university in Northern China. The participants in the main study were 100 lecturers from two colleges at this university. All of the lecturers were responsible for teaching English as a foreign language (TEFL); 50 were teaching English majors and 50 were teaching university students whose majors were not English. The research was informed by a synthesis of self determination theory and theories of organisational culture. The study found: 1) in contrast to previously reported studies, lecturers in this institution were in general autonomously motivated in teaching. 2) However, their level of motivation was influenced by their personal experiences and varied sense of competence, relatedness and autonomy. 3) In particular, personal experiences and contextual factors such as the influence of Chinese culture, societal context, and organisational climate were significant in regulating lecturers’ motivation to teach. The findings are significant for leaders in higher education who need to implement policies that foster effective work environments. The study has also provided insights into the capacity of self determination theory to explain motivation in a Chinese culture.
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Williams, Hunter. "Loco por ti : the creation of a new, biblingual musical for young audiences to teach english as a second langauge." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1339.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Humanities<br>Theatre
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Wansac, Alexis. "Don't Ask, Don't Tell: A History, Legacy, and Aftermath." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/967.

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Though many believe some of the greatest military leaders of all time - from Alexander the Great to Julius Caesar - have engaged in sex acts with other males, and though certainly a very different political climate from that of ancient Greece or Rome, the United States military has historically never accepted homosexual sex acts within its own military, nor has the United States military accepted open homosexuals either until recently. This thesis focuses on the evolution of United States military policy towards homosexuals and the "Don't Ask, Don't Tell" (DADT) policy of the United States military in order to recommend a path that the United States can follow to provide an equal opportunity for success of openly homosexual service members. This research traces the history of policy towards homosexuality in the United States military up through the "Don't Ask, Don't Tell" policy and its repeal. This research discusses changing governmental policies towards homosexuals in the military, as well as changing public opinions about "Don't Ask, Don't Tell". This research also outlines discharges under the policy, connecting changing public opinion to the policy's eventual repeal. Through the analysis of statistics surrounding discharges, opinion surveys, and anecdotal evidence, this research evaluates the level of acceptance for openly homosexual service members in a post-DADT world. These findings will then be compared with the adjustment of troops in Great Britain and Canada, who each have experienced relative success in the integration of homosexual troops, in order to make a recommendation for a course of action that the United States could take in order to help better the adjustment of soldiers to a non-exclusionary policy.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Chan, Sathena Hiu Chong. "Establishing the validity of reading-into-writing test tasks for the UK academic context." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312629.

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The present study aimed to establish a test development and validation framework of reading-into-writing tests to improve the accountability of using the integrated task type to assess test takers' ability in Academic English. This study applied Weir's (2005) socio-cognitive framework to collect three components of test validity: context validity, cognitive validity and criterion-related validity of two common types of reading-into-writing test tasks (essay task with multiple verbal inputs and essay task with multiple verbal and non-verbal inputs). Through literature review and a series of pilot, a set of contextual and cognitive parameters that are useful to explicitly describe the features of the target academic writing tasks and the cognitive processes required to complete these tasks successfully was defined at the pilot phase of this study. A mixed-method approach was used in the main study to establish the context, cognitive and criterion-related validity of the reading-into-writing test tasks. First of all, for context validity, expert judgement and automated textual analysis were applied to examine the degree of correspondence of the contextual features (overall task setting and input text features) of the reading-into-writing test tasks to those of the target academic writing tasks. For cognitive validity, a cognitive process questionnaire was developed to assist participants to report the processes they employed on the two reading-into-writing test tasks and two real-life academic tasks. A total of 443 questionnaires from 219 participants were collected. The analysis of the cognitive validity included three stands: 1) the cognitive processes involved in real-life academic writing, 2) the extent to which these processes are elicited by the reading-into-writing test tasks, and 3) the underlying structure of the processes elicited by the reading-into-writing test tasks. A range of descriptive, inferential and factor analyses were performed on the questionnaire data. The participants' scores on these real-life academic and reading-into-writing test tasks were collected for correlational analyses to investigate the criterion-related validity of the test tasks. The findings of the study support the context, cognitive and criterion-related validity of the integrated reading-into-writing task type. In terms of context validity, the two reading-into-writing tasks largely resembled the overall task setting, the input text features and the linguistic complexity of the input texts of the real-life tasks in a number of important ways. Regarding cognitive validity, the results revealed 11 cognitive processes involved in 5 phases of real-life academic writing as well as the extent to which these processes were elicited by the test tasks. Both reading-into-writing test tasks were able to elicit from high-achieving and low-achieving participants most of these cognitive processes to a similar extent as the participants employed the processes on the real-life tasks. The medium-achieving participants tended to employ these processes more on the real-life tasks than on the test tasks. The results of explanatory factor analysis showed that both test tasks were largely able to elicit from the participants the same underlying cognitive processes as the real-life tasks did. Lastly, for criterion-related validity, the correlations between the two reading-into-writing test scores and academic performance reported in this study are apparently better than most previously reported figures in the literature. To the best of the researcher's knowledge, this study is the first study to validate two types of reading-into-writing test tasks in terms of three validity components. The results of the study proved with empirical evidence that reading-into-writing tests can successfully operationalise the appropriate contextual features of academic writing tasks and the cognitive processes required in real-life academic writing under test conditions, and the reading-into-writing test scores demonstrated a promising correlation to the target academic performance. The results have important implications for university admissions officers and other stakeholders; in particular they demonstrate that the integrated reading-into-writing task type is a valid option when considering language teaching and testing for academic purposes. The study also puts forward a test framework with explicit contextual and cognitive parameters for language teachers, test developers and future researchers who intend to develop valid reading-into-writing test tasks for assessing academic writing ability and to conduct validity studies in such integrated task type.
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Short, Jennifer. "Let Me Tell You About Homestuck: The Online Production of Place." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6356.

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This thesis investigates the potential for the online production of place, specifically as it applies to the host site for the Homestuck web comic, MS Paint Adventures, and its attendant fandom. The proliferation of digital environments such as video games, web sites, and chat rooms has led to numerous opportunities for the study of online spaces and the numerous practices that take place within them. The lack of physical location in online spaces can, however, make it difficult to conceptualize of a web site as real, a problem that has often led researchers to develop new theories of space that do not rely on material places. This thesis was inspired by questions about the potential for the production of online place, and how and to what extent this operation can be studied through the application of a theory of place. Applying Certeau's theory of place from The Practice of Everyday Life this thesis theorizes the operations through which Andrew Hussie created MS Paint Adventures as a habitable place. Hussie accomplishes this through the generation and maintenance of authority, the creation of stable and ordered elements, and the establishment of the "proper," the rules and reality that govern the site. In addition, I theorize about the space that MS Paint Adventures as a place attempts to create, a space where readers are encouraged and enabled to engage with the web comic Homestuck and with each other through meaningful online interaction, and about the ways in which the site can be, and is, inhabited. Ultimately, I explore the extent to which web sites, though lacking physical location, can be fairly and logically conceived of, and therefore examined as, habitable places.<br>M.A.<br>Masters<br>Writing and Rhetoric<br>Arts and Humanities<br>English; Rhetoric and Composition Track
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Aldawsari, Mohammed Hathal. "Investigating the impact of vocabulary strategy instruction and e-portfolios on vocabulary strategy use and the acquisition of academic vocabulary by TEFL undergraduates." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/415937/.

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This study investigates the role of utilising an electronic portfolio in the context of vocabulary learning strategy (VLS) instruction. It aims to examine the use of a mixture of language learning strategies and skills required for learning management. Therefore, the current study incorporates e-portfolio as an application that can provide learners with practical and systematic steps and thus assist them to make control on their learning. This research adopted a mixed method approach to explore the impact of e-portfolio integration in the context of the VLS instruction on undergraduate learners’ strategic learning of vocabulary and academic vocabulary learning. This study employed a number of research instruments including vocabulary learning strategies questionnaire, academic vocabulary size test, interviews, artefacts and documentation of learning which forms comprehensive archival records (e-portfolio). E-portfolio was found to be insightful and reflective of the strategies learning and use processes. Utilising e-portfolio in the context of VLS instruction seemed to lead to more systematic and consistent strategic learning of vocabulary. This has been in conjunction with significant improvement in the learners’ academic vocabulary size and in their strategic vocabulary learning. Such improvement would make changes in learners’ understanding and awareness towards strategic learning. This could play important roles in accelerating and facilitating the learning process in general. However, there were issues of irregularities where learners were not systematic or show less consistency when it comes to strategies use in the e-portfolio. The findings of this research contribute to a better understanding of how the use of e-portfolio impact on the learners’ strategic learning and on their acquisition of academic vocabulary.
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Wroots, Rachel Geraldine. "What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?" Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7952.

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Bibliography: leaves 89-95.<br>The study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997).
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Tierney, Anne Margaret. "'More than just a Teaching Fellow' : the impact of REF and implications of TEF on life science Teaching-Focused Academics in UK HEIs." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11826/.

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This study seeks to understand the effect of the Research Excellence Framework (REF) on Teaching-Focused Academics working in Life Sciences in UK higher education institutions. Twenty-one full-time Teaching-Focused Academics from England, Scotland and Wales were interviewed about their academic roles. Using Engeström’s Activity Theory as an overarching framework, a picture emerged of the significant influence of REF on the academic roles of Teaching-Focused Academics despite their exclusion from the process. The status of Teaching-Focused Academics is influenced by REF, as they are perceived within academia to be lesser academics as they are not included in REF. It is also perceived as a deficit that they are not included in REF for pedagogic research. As a result of this perception, the Scholarship of Teaching and Learning was further studied to investigate the practicalities of pedagogic research being included in future REFs. Although the participants in this study were active in SoTL, the emerging picture of pedagogic research was that its purpose was for the sharing of practice, rather than high impact research. Furthermore, there was evidence to suggest that engagement with SoTL was hampered by the existence of threshold concepts associated with it. This has implications for the suitability of pedagogic research inclusion in REF. In addition, the workload and priorities of Teaching-Focused Academics may be impacted by the introduction of the Teaching Excellence Framework from 2016.
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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2010<br>English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
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Books on the topic "Tefl academics"

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Council, British. TEFL/TESL academic courses in the UK 1994-95. British Council, 1993.

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Micklewright, John. Educational achievement in English-speaking countries: Do different surveys tell the same story? IZA, 2004.

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Centre, English Teaching Information. 1988-89 TEFL/TESL academic courses in the UK: Brief list : and other courses relevant to the teaching of English to speakers of other languages. British Council, 1987.

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Carpenter, Seth B. Transparency and monetary policy: What does the academic literature tell policymakers? Federal Reserve Board, 2004.

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Italy) Conference on Academic Freedom (1998 Venice. Academic freedom: Interdisciplinary conference of Tel Aviv University and Munich University, Venice, October 1998. Herbert Utz Verlag, 2001.

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le-ḥinukh, Universiṭat Tel-Aviv Bet ha-sefer. Ph.D Abstracts. Tel Aviv University, School of Education, 2002.

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Tony, Stankus, ed. Science librarianship at America's liberal arts colleges: Working librarians tell their stories. Haworth Press, 1992.

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Ziegler, Suzanne. Academically successful inner city children: What they can tell us about effective education. Toronto Board of Education], 1989.

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H, Morgan John. "Good-bye, Notre Dame": From academic to publisher-- making the change and living to tell about it--. Three Acorns Press ; distributed in the U.S. by Wyndham Hall Press, 1998.

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Kovač, Leonida, Christa-Maria Lerm Hayes, Ilse van Rijn, and Ihab Saloul. W.G. Sebald’s Artistic Legacies. Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463729758.

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When the mind turns more than one would wish towards questions of – as W.G. Sebald puts it – the “natural history of destruction”, comparative consideration by artists and interdisciplinary scholars is directed to the interstices between images, novel, essay, (auto)biography, memorial and travelogue. Artists have been among Sebald’s most prolific interpreters – as they are among the more fearless and holistic researchers on questions concerning what it means never to be able to fix an identity, to tell a migrant’s story, or to know where a historical trauma ends. Sebald has - as this book attests - also given artists and scholars a means to write with images, to embrace ambiguity, and to turn to today’s migrants with empathy and responsibility; as well as to let academic research, creation and institutional engagement blend into or substantially inform one another in order to account for and enable such necessary work in the most diverse contexts.
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Book chapters on the topic "Tefl academics"

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Rosser, Sue V. "Conclusion: What Can the Last Fifteen Years Tell Us about the Future of Academic Women in STEM." In Academic Women in STEM Faculty. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48793-9_6.

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Ghasemi Ariani, Mohsen. "Constructivist Learning Environments and Academic Achievement: A Study of Iranian TEFL Students." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_15.

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "How to Present a Poster in a Conference?" In How to Practice Academic Medicine and Publish from Developing Countries? Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_37.

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AbstractOnce your scientific experiment has finished you need to tell the world about its importance [1]. The usual ways are by writing a manuscript and sending it to a peer-reviewed journal, by giving a slide presentation at a conference or by the way of a poster presentation at a conference. There are usually workshops held in conferences about how to publish papers. However, little consideration is paid to how to present a good poster. This is also a common method of presenting your work, at a conference and needs to be given importance [2].
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Ballance, Oliver, and Averil Coxhead. "What can corpora tell us about English for Academic Purposes?" In The Routledge Handbook of Corpus Linguistics, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9780367076399-28.

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Tondreau, Amy. "“I Would Never Let My Wife Do That”: The Stories We Tell to Stay Afloat." In Feminism and Intersectionality in Academia. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90590-7_2.

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Mohd Habali, Aisyah Hani, and Lee Lai Fong. "Plagiarism in Academic Writing Among TESL Postgraduate Students: A Case Study." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_57.

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Shpiro, Shlomo. "German Political Foundations in Israel: An Israeli Academic Perspective." In The German Political Foundations' Work between Jerusalem, Ramallah and Tel Aviv. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20019-0_13.

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de Nooijer, Rosa, and Lillian Sol Cueva. "Feminist Storytellers Imagining New Stories to Tell." In Gender, Development and Social Change. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82654-3_11.

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AbstractFeminist scholars such as Donna Haraway (Modest_Witness@Second_Millennium. FemaleMan©Meets_OncoMouse™: Feminism and technoscience, Routledge, 1997, Making oddkin: Story telling for earthly survival, YaleUniversity, 2017, a/b: Auto/Biography Studies 34(3): 565–575, 2019) have been using storytelling in their research, challenging dominant thinking and writing practices in academic work. To counter dominant knowledge practices, storytelling interweaves a plurality of voices and knowledges which speak to one another in order to move toward the imagination and creation of new words, therefore new worlds. Our chapter explores the rich opportunities and challenges that narrative approaches provide for feminist research. We discuss what we could learn from the varied engagements with storytelling as an alternative methodological approach. To do so, creatively and in a dialogue, we bring together literature and insights from feminist narrative studies. At the same time, we ask each other questions, thinking through and reflecting on the use of this method.
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Estes, Steve. "The Academies." In Ask & Tell. University of North Carolina Press, 2007. http://dx.doi.org/10.5149/9780807889855_estes.8.

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"9. SHOW AND TELL." In Stylish Academic Writing. Harvard University Press, 2011. http://dx.doi.org/10.4159/harvard.9780674065093.c9.

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Conference papers on the topic "Tefl academics"

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Atstaja, Dzintra. "EDUCATION FOR SUSTAINABLE DEVELOPMENT." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.001.

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Bavin, Ruth, and Kelly Mcateer. "A LIVE AUDIT TO ENABLE PARTICIPANTS TO ENHANCE THEIR FEEDBACK PRACTICE TO PROMOTE SELF-REGULATED LEARNING." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.002.

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Dela Cruz, Anna Marie. "POLICY REVIEW ON EMPLOYMENT OF DISABLED PERSONS." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.003.

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Gelovani, Nani. "FIRST SCHOOLS OF MUSLIM WOMEN IN GEORGIA (1906-1912)." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.004.

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Hongcharu, Boonchai. "RATIONAL AND EMOTIONAL MESSAGES AMID ONLINE NEWS EXPOSURE OF THE BRAND." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.005.

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Kastrati, Ardian. "'GLOBALIZATION - EFFECTS AND PRESSURES ON NATIONAL STATES AND SOCIETIES: THE CASE OF REPUBLIC OF CROATIA' ARDIAN KASTRATI, MA, PHD CAND. DEPARTMENT OF POLITICAL SCIENCES, UNIVERSITY OF PRISHTINA." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.006.

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Kaya, Mustafa Göktuğ, and Perihan Hazel Kaya. "THE RELATIONSHIP BETWEEN OF TAX COMPETITION AND TAX HAVEN IN THE WORLD AND TURKEY." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.007.

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Kiuila, Olga. "INTERTEMPORAL HYBRID MODELING OF ENERGY POLICY IN POLAND: HOW TO AVOID BIASED RESULTS." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.008.

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Kutaka-Kennedy, Joy. "ONLINE SUPERVISION OF TEACHERS IN THE EXPANDING K-12 ONLINE TEACHING WORLD." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.009.

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Machogu, Clifford, and Reuben Yegon. "THE EFFECT OF ECONOMIC DETERMINANTS ON PERFORMANCE OF DAIRY COOPERATIVE SOCIETIES IN KERICHO COUNTY." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.010.

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