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Relevant bibliographies by topics / TEFL (teaching English as a foreign language)

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Academic literature on the topic 'TEFL (teaching English as a foreign language)'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "TEFL (teaching English as a foreign language)"

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Keqiang, Wang. "Teaching English as a Foreign Language in China." TESL Canada Journal 3 (August 26, 1986): 153. http://dx.doi.org/10.18806/tesl.v3i0.1001.

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The purpose of this paper is to share with international colleagues the history and status of TEFL in China, as well as methods or approaches to teaching English in Chinese middle schools, colleges and universities. Finally, the author discusses problems, solutions and overall objectives of TEFL in China today.

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M., N. Toshmurodova. "Inclusive Education and Pedagogical Adaptation in Foreign Language Teaching." «Maktabgacha va maktab ta'limi» jurnali 3, no. 2 (2025): 7–11. https://doi.org/10.5281/zenodo.14958114.

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Teaching English as a Foreign Language (TEFL) operates at the confluence of linguistic proficiency and culturalcompetence. This study employs a rigorous mixed-methods approach to analyze the complex interactions betweencultural values and TEFL methodological approaches, addressing the gap between theoretical frameworks and practicalpedagogical applications in multicultural settings. Findings indicate significant correlations between cultural dimensions–including individualism-collectivism, power distance, uncertainty avoidance, and long-term orientation–and instructionalstrategies.

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Gafforova, Dilnura. "The Benefits ofUsing Songs inTeaching English As A Foreign Language." International Journal Of Literature And Languages 5, no. 4 (2025): 31–33. https://doi.org/10.37547/ijll/volume05issue04-09.

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This study addresses the benefits of using music in teaching English as a foreign language (TEFL). According to research, integrating songs into English lessons is one of the most effective methods for teaching a second language. This is because music enhances various aspects of learning including linguistics, cognition, culture, and motivation. Furthermore, it creates a more dynamic and engaging classroom environment making language acquisition both interesting and effective.

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Marianthi, Diamantelli. "Suggested teaching practices to turn TEFL into TEIC." Global Journal of Arts Humanity and Social Sciences 4, no. 11 (2024): 986–90. https://doi.org/10.5281/zenodo.14252701.

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The present paper suggests modifications that should be made in an English language classroom in order for the current TEFL paradigm to be switched into a TEIC paradigm. The reason why this shift from one paradigm to the other is regarded as necessary has to do with the fact that learners from different cultural backgrounds attend this English language class. After the presentation of the teaching context, the author provides the theoretical framework for both TEFL and TEIC. She analyses the current teaching practices in TEFL, and for each one of them she recommends the changes that need to be

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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.

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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how

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Anwar, Choiril, and Wa Ode Runi Kusumawarni. "A Descriptive Analysis of Young Learners’ Behaviours toward TEFL." Register Journal 11, no. 1 (2018): 79. http://dx.doi.org/10.18326/rgt.v11i1.79-100.

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This research was surely aimed at investigating young learners’ behaviors toward the teaching English as a foreign language (TEFL). This qualitative research used descriptive method. It was conducted in SD Islam Sultan Agung 4 Semarang. The population of this research was the students of grade 5 and students of grade 6 in the academic year of 2017/2018 with the total sample was 70 students, consisting of 32 students of Grade VA and 38 students of Grade VI. In this research, the researchers used convenience sampling to determine the sample of the research. The variables of this study were teach

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Amorim, Fabricio da Silva. "Educational sociolinguistics: towards a pedagogical model for teaching Englishes instead of English." Entretextos 22, no. 3 (2023): 199–215. http://dx.doi.org/10.5433/1519-5392.2022v22n3p199-215.

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The current global status of the English language as a lingua franca has been running several discussions in the realm of Teaching English as a Foreign Language (TEFL) (ANJOS, 2019; 2017; SIQUEIRA, 2020; DUBOC; SIQUEIRA, 2020). Accordingly, many research works, mostly those of English as a Lingua Franca (ELF) (JENKINS, 2009; SCHMITZ, 2012), corroborate the need for new orientations for TEFL based on native-speaker standards. In this paper, we argue that the insertion of Educational Sociolinguistics into the TEFL reveals to be an advantageous pedagogical convergence: As Educational Sociolinguis

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Abbaszadeh, Zahra, and Tanya Hathaway. "Iranian Teachers' Perceptions of Technology Integration in Teaching English as a Foreign Language." Journal of Language and Culture in Education 1, no. 1 (2024): 114–38. https://doi.org/10.5281/zenodo.12817817.

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The integration of technology in higher education, particularly in the teaching of English as a foreign language (TEFL), has been significantly impacted by globalisation. The COVID-19 pandemic has accelerated this trend, with a shift towards online and mobile-assisted language learning. This study, which employed a small-scale qualitative research approach using volunteer sampling and face-to-face interviews, explores Iranian TEFL teachers’ perceptions of technology integration during the pandemic. The research uncovers the impact of online and mobile-assisted la

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Jun, Wang. "The Problems to be Tackled with in the Normalization of the Computer-Assisted English Learning in the Chinese Mainland Context." Advanced Materials Research 886 (January 2014): 711–20. http://dx.doi.org/10.4028/www.scientific.net/amr.886.711.

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Teaching English as a foreign language (TEFL) has always been paid great attention to ever since English was officially recognised as the first foreign language in China in 1964. The evident advantages of applying computer science and information technology in TEFL have been recognized by the government leaders, educational researchers, teachers and the students. Numerous researches and efforts have been made to integrate modern technology into TEFL and some progress has been achieved. However, the overall results fall short of expectations. To a certain degree, the computer aided language lea

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Milad, Marine. "CALL Project-Based Program to Enhance Student-Teachers’ TEFL Skills." Journal of Language Teaching and Research 13, no. 5 (2022): 936–43. http://dx.doi.org/10.17507/jltr.1305.05.

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Students-teachers are students who study to become Teaching English as a Foreign language (TEFL) teachers. They receive teaching trainings, observe certified teachers’ teachings performance, and do some supervised teaching practices in EFL classrooms for the elementary and secondary stages. The current study aims at presenting a supplementary program to support a practical course on methods of teaching English as a foreign language for the elementary stage. The supplementary program has been developed by the researcher to enhance Arab Open University (AOU) student-teachers’ skills of teaching

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Dissertations / Theses on the topic "TEFL (teaching English as a foreign language)"

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Huang, Dongqiu. "Indigenous languages and TEFL in a senior school in Taiwan." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250502.

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Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 stud

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Ashour, Ashour Kassim. "Language support for Bahraini TEFL teachers and pupils in the primary cycle." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278533.

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Ameer, Sundus. "ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/21053/.

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In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and La

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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 th

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Nguyen, Phung Tien. "Developing the evaluative language competence of teacher education students in Teaching English as a Foreign Language (TEFL) courses in Vietnam." Phd thesis, Australian Catholic University, 2020. https://doi.org/10.26199/acu.8vyx0.

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This study aimed to investigate how tertiary TEFL teacher education students‟ evaluative language competence can be extended through explicit teaching of linguistic descriptions of resources for expressing attitudinal meanings in English. In particular, it sought to determine how tertiary TEFL courses informed by the Appraisal framework (Martin & White, 2005) and text-based pedagogy (Feez & De Silva Joyce, 2012) can be designed and implemented to improve students‟ evaluative language competence. It also aimed to examine how such courses can extend students‟ evaluative language repertoires, and

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Urmston, Alan. "Learning to teach English in Hong Kong : effects of the changeover in sovereignty." Thesis, University of Bedfordshire, 2003. http://hdl.handle.net/10547/314147.

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Teachers undergo changes in their beliefs, knowledge and practices on an individual level as they learn how to teach. If society undergoes significant change, as Hong Kong did during the transition from British to Chinese rule in 1997, then social groups within society such as teachers are likely to react to change in different and complex ways. The purpose of this investigation is to exam.ine the changes experienced by teachers of English in Hong Kong, with a focus on teachers who received their teacher preparation at one Hong Kong institution during the final years leading up to the transiti

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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the J

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Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

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This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three

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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing u

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Books on the topic "TEFL (teaching English as a foreign language)"

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Bowman, Brenda. TEFL/TESL, teaching English as a foreign or second language. Peace Corps, Information Collection and Exchange, 1989.

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Peace Corps (U.S.). Information Collection and Exchange and Center for Applied Linguistics, eds. TEFL/TESL: Teaching English as a foreign or second language. Peace Corps, Information Collection & Exchange, 1989.

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Corps/Morocco, Peace, and Peace Corps (U.S.). Information Collection and Exchange, eds. TEFL handbook. Peace Corps, Information Collection and Exchange, 1985.

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Hu, Jumin. From TESL in Canada to TEFL in China: A focus on methodology. Faculty of Graduate Studies, University of Western Ontario, 1993.

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Stainton, H., ed. TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0000.

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Sabiha, Mansoor, ed. Emerging issues in TEFL challenges for Asia. Oxford University Press, 2009.

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Hughes, John. Lessons in your rucksack: The complete TEFL survival guide. Modern English Publishing, 2005.

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Colin, McIntosh, ed. Dictionnaire Oxford poche pour apprendre l'Anglais. O.U.P., 2001.

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Polish Association for the Study of English. Conference. Proceedings of the Tenth Annual Conference of the Polish Association for the Study of English: PASE Papers in linguistics, translation and TEFL methodology. Jagiellonian Uniwersity Press, 2002.

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1951-, Irons Glenwood H., Paribakht Tahereh 1949-, and TESL Ontario Conference (1991 : Toronto, Ont.), eds. Make changes make a difference: TESL '91. Éditions Soleil Publishing, 1992.

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Book chapters on the topic "TEFL (teaching English as a foreign language)"

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Bernstein, Joshua D. "Becoming “TEFL Certified”: Professionalization, Certification, and Commodification in Teaching English as a Foreign Language Volunteer Tourism." In Voluntourism and Language Learning/Teaching. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-40813-7_3.

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Stainton, H. "The global TEFL tourism industry." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0009.

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Stainton, H. "The sustainability of TEFL tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0103.

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Stainton, H. "The TEFL tourist - who, what and why?" In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0127.

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Stainton, H. "TEFL tourism as a form of niche tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0033.

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Stainton, H. "The commodification of TEFL in the context of tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0059.

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Stainton, H. "Introduction." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0003.

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Stainton, H. "The education paradox." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0081.

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Stainton, H. "The future of the industry." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0143.

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Lamie, Judith M. "Evaluating Change with MA TEFL/TESL Students." In Evaluating Change in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_5.

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Conference papers on the topic "TEFL (teaching English as a foreign language)"

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Li, Yan, and Hui Sun. "Methods for Cultural Rapport in Teaching English as a Foreign Language(TEFL)." In ICFET 2021: 2021 The 7th International Conference on Frontiers of Educational Technologies. ACM, 2021. http://dx.doi.org/10.1145/3473141.3473221.

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Li, Yan, and Hui Sun. "Methods for Cultural Rapport in Teaching English as a Foreign Language(TEFL)." In ICFET 2021: 2021 The 7th International Conference on Frontiers of Educational Technologies. ACM, 2021. http://dx.doi.org/10.1145/3473141.3473221.

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador

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GOROBEȚ, Evelina. "The influence of the constructivist approach on the development of creativity and language learning in online environment." In "Valorificarea neuroştiinţelor în dezvoltarea personală", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.7-8-11-2024.p205-216.

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This article explores the influence of the constructivist approach on the development of creativity and language learning in online environments, particularly in the context of Teaching English as a Foreign Language (TEFL). Rooted in the theories of prominent scholars such as Piaget, Vygotsky, and Bruner, constructivism emphasizes active knowledge construction, social interaction, and collaborative learning. The shift from traditional, individual-focused approaches to social constructivist learning models highlights the significance of collaborative activities and real-world tasks in fostering

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Kostikova, Lidia, Varvara Prishvina, Anna Ilyushina, Oksana Fedotova, and Anatoliy Belogurov. "Culture in Teaching English as a Foreign Language." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.4.

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Akmal qizi, Kuryozova Gulshan. "Translanguaging and ELT (English language teaching)." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-76.

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The idea of translanguaging and its importance in language instruction are clearly explored in this article. The explanation of new trends and methods for achieving translanguaging draws on both the theories of academics and the current pedagogical environment.

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Asqarovna, Sobirova Guzaloy. "Professionalism and ELT (English language teaching)." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-90.

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In this article, the concept of professionalism and its significance in language teaching are explained thoroughly. New trends and the ways to achieve professionalism are explained relying on both scholars` notions and contemporary pedagogical sphere.

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Malla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.

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Wang, Xiaojun, and Jiří Dostál. "FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1023.

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Fitriawati and Bibit Suhatmady. "The Backchannels on English as a Foreign Language Teaching." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.015.

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Reports on the topic "TEFL (teaching English as a foreign language)"

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. The Economics Network, 2004. http://dx.doi.org/10.53593/n208a.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Co

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e

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