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Littérature scientifique sur le sujet « Tertiary level EFL students »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Tertiary level EFL students"

Patwary, Md Nurullah, and Swarna Chowdhury. "Classroom Interaction as a Way of Developing Students’ Speaking Skill at the Tertiary Level EFL Classroom:." Crossings: A Journal of English Studies 12 (September 1, 2021): 220–50. http://dx.doi.org/10.59817/cjes.v12i.39.

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Teaching speaking skills through classroom interaction is usually a neglected program at the tertiary EFL education in Bangladesh. This study primarily aims at discovering the current scenario of the practices and problems of classroom interaction at a Bangladeshi tertiary EFL classroom. This study further proposes some strategies for developing speaking skills through classroom interaction. The data were collected from 110 student respondents and 11 teacher respondents of 4 universities based on the stratified random sampling. For collecting and analyzing data, a mixed-methods approach (QUAN-

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Al-zuoud, Khalid M., and Mohammad K. Kabilan. "Investigating Jordanian EFL Students’ Spelling Errors at Tertiary Level." International Journal of Linguistics 5, no. 3 (2013): 164. http://dx.doi.org/10.5296/ijl.v5i3.3932.

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Wahyudin, Achmad Yudi, Reza Pustika, and Marta Widiawitasari Simamora. "VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT TERTIARY LEVEL." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 8, no. 2 (2021): 101–12. http://dx.doi.org/10.36706/jele.v8i2.15647.

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This article is concerned with the investigation of vocabulary learning strategies of beginner students at the first year of tertiary level. Since the students are required to pass General English as a required subject in Indonesian tertiary education, exploring vocabulary strategies attracts more attention from teachers and practitioners. The present study involves 120 non-English major participants in a survey to fill out a 5-likert scale questionnaire consists of four categories: cognitive, metacognitive, memory, and determination strategies. The study reveals that female students dominate

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Sakiroglu, Belgin, and Kenan Dikilitas. "Language Learning Motivation of Turkish Tertiary Level EFL Students." Procedia - Social and Behavioral Sciences 46 (2012): 3215–19. http://dx.doi.org/10.1016/j.sbspro.2012.06.039.

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Yunus, Annida Bandu, Syarif Amin, and Faridawati. "Exploring EFL Students’ Public Speaking Anxiety in Tertiary Level." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 2157–74. https://doi.org/10.24256/ideas.v12i2.5894.

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This study aims to find out the causes and strategies of English as a foreign language (EFL) students when they feel anxious to speak in public in certain situations. This research focuses on exploring EFL students from the English Education Study Program of Muhammadiyah Universities Kendari in the academic year 2023/2024. The sample of this study was taken by using purposive sampling technique, which was five students. The research instrument consisted of interview. After identifying the results of the interview, the researcher found two causes of student anxiety: Fear of negative evaluation

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Islam, Farhana. "TEACHING EFL READING TO THE TERTIARY LEVEL STUDENTS: STUDENTS’ READING EXPECTATIONS IN THE EFL CLASSROOM." Research Journal Of English 04, no. 04 (2019): 113–25. http://dx.doi.org/10.36993/rjoe.2019.113125.

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Cheng, Qiyue. "Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis." English Language Teaching 16, no. 9 (2023): 40. http://dx.doi.org/10.5539/elt.v16n9p40.

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The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity

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Bahadir, Aygul, and Birsen Tutunis. "The Beliefs of Tertiary Level EFL Teachers and Students on Digital Learning." International Journal of Science and Research (IJSR) 10, no. 6 (2021): 112–16. https://doi.org/10.21275/sr21422122537.

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Ratnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level." International Journal of Language Teaching and Education 3, no. 1 (2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.

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The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used.

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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.002.

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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological respons

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Thèses sur le sujet "Tertiary level EFL students"

Lin, Meixiao. "Effects of cooperative learning on the oral proficiency of Chinese students in the tertiary-level EFL classroom." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/8941.

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To explore the impact of cooperative learning (CL) on Chinese students’ English oral proficiency, a 15-week quasi-experiment was conducted in a Chinese university during the first term of the Academic Year 2007-2008. A non-randomized pre-test-post-test control group research design was adopted with 37 first-year students in the experimental class (the EC) and 36 in the control class (the CC). The EC students participated in CL in conjunction with regular language instruction in an integrated skills course. They were exposed to CL activities for about 30 minutes in each session, making up a tot

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Khánh, Trẩn Thị Minh. "A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61990/.

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The present study examines „relating‟ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers wer

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Fahnestock, Nancy. "EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3531.

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The use of an interactive mathematics software program was applied to first-year Foundations-level female students in a CLIL classroom in the United Arab Emirates, utilizing PC tablets. The learning experience was made to be enjoyable as well as meaningful, all while utilizing technology in the hopes of creating more autonomous students who would benefit from the change in pedagogy as they embarked on their tertiary learning experience. Their textbooks were integrated into an interactive program using Blackboard (Bb) to include video clips, authentic applications, and interactive applications

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Al-Harbi, Bader Ibrahim. "An investigation into dictionary use by Saudi tertiary EFL students." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4278.

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The main purpose of this study was to investigate empirically the impacts of dictionary strategy instruction and exposure on the dictionary performance, perceptions of and attitudes towards dictionary use, and knowledge of dictionary strategy and use by tertiary students of English in Saudi Arabia. Data were collected by means of questionnaires, interviews, observation and students interview feedback. The study was carried out in two phases; phase I, in which 14 participants were chosen to carry out the interviews, and in which the questionnaire was conducted on 77 male students in the prepara

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Li, Ping 1972. "Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81502.

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Communicative language teaching (CLT) has been extensively discussed and researched, especially in an English as a second language (ESL) context. Some literature has also explored the adaptation of CLT in English as a foreign language (EFL) environments, such as in Asian countries like China. No research, however, has been conducted with consideration given to a specific group of teachers who teach non-English major students at the tertiary level in China. The present study was designed to investigate Chinese university teachers' perception of the implementation of CLT in non-English ma

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Williams, Anne M. "Students' understanding of hypothesis testing in introductory tertiary-level statistics." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36611/1/36611_Digitised%20Thesis.pdf.

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The research study investigates students' understanding of hypothesis testing by exploring their conceptual and procedural knowledge of the topic. Eighteen volunteer students from a large introductory service subject in statistics were interviewed three times during their semester of study - at the beginning of the semester, several weeks after their introduction to the topic of hypothesis testing, and after the final exam in the subject. This thesis reports mainly on the results from the third interview, in which students were required to complete a Concept Mapping task and two Hypothesis

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Dunworth, Catherine M. "Tertiary entry level English language proficiency: a case study." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/465.

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This study was initiated as a result of the appearance of a number of articles and commentaries in the academic press which intimate that the English language levels of many overseas students studying in Australia are not sufficient to meet the demands of their academic programs. A preliminary investigation into the standards set by one university revealed that there was no statement, policy or, public document describing an appropriate level of language use; and that the university concerned defined language proficiency entirely in terms of bands, scores or grades provided by external testing

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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.

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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede st

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Dunworth, Catherine M. "Tertiary entry level English language proficiency: a case study." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13191.

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Momtaz, Esmaeil. "An empirical study of the effectiveness of collaborative reading in tertiary level EFL teaching in Iran." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192171.

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It is widely assumed that collaborative learning leads to better learning. This assumption is supported by some research evidence especially in Western countries. However, there has been very limited research into the three elements which are the focus of the present study, namely: collaborative reading, EFL pedagogy, and the Iranian context. This research addressed four questions related to Iranian EFL reading comprehension classes in two different educational settings: 1. Does collaborative reading lead to greater comprehension of a text than private reading? If so: 2. Does this effect vary

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Livres sur le sujet "Tertiary level EFL students"

Folse, Keith S. First discussion starters: Speaking fluency activities for lower-level ESL/EFL students. University of Michigan Press, 2002.

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Samuel, John. Educational initiatives at the tertiary level for black South Africans: Constraints, changes, and challenges. IIE (Institute of International Education), 1992.

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Vigne, Piers. Co-operatives in Namibia: Co-operative studies for tertiary level students in Namibia. Edited by Muralt Jürgen von and Namibia. Ministry of Agriculture, Water, and Rural Development. Division of Co-operative Development. Out of Africa Publishers, 2001.

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Byrne, M. S. The Ardil project: A discussion exercise designed for use with tertiary level science students. Education Division, Royal Society of Chemistry, 1987.

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Christensen, Peter. The road forward?: Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Dept. of Employment, Education, Training and Youth Affairs, 1997.

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Spence, Nicole. The influence of Jamaican Creole on the writing abilities of students' at the secondary and tertiary level. typescript, 1996.

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Stables, Andrew. Students' approaches to A level subject choices and perceptions of A level subjects: A study of first-year A levelstudents in a tertiary college. University College of Swansea, Department of Education, 1993.

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Statistics, UNESCO Institute for. The Caribbean and Latin America: English, Dutch and French-speaking countries, good neighbours, Caribbean students at the tertiary level of education. UNESCO Institute for Statistics, 2001.

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Byrne, M. S. Powder versus liquid: An exercise on the marketing of detergents : a role play exercise designed for the use of tertiary level science students. Education Division, Royal Society of Chemistry, 1987.

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Allan, Alastair I. C. G. The influence of text characteristics, and test item format and category on the reading strategies of ESL students attending a tertiary level institution in Hong Kong. City Polytechnic of Hong Kong, 1992.

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Chapitres de livres sur le sujet "Tertiary level EFL students"

Al Nuaimi, Haya. "The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Context." In Changing Language Assessment. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_14.

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Davidowitz, Bette, and Marissa Rollnick. "Adjustment of Under-Prepared Students to Tertiary Education." In Identifying Potential for Equitable Access to Tertiary Level Science. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3224-9_5.

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Butorac, Marta zuvic, Nena Roncevic, Damir Nemcanin, and Zoran Nebic. "Blended E-Learning in Higher Education: Research on Students' Perspective." In Strategic Human Resource Management at Tertiary Level. River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-1.

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Vrontis, Demetris, Sam El Nemar, and Amani Mallat. "Innovative tertiary strategies on improving satisfaction level of students." In Business Models for Strategic Innovation. Routledge, 2018. http://dx.doi.org/10.4324/9781351257923-8.

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Gu, Mingyue, and Xiaoyan Guo. "Being Uyghur or Being Muslim? – Identity Construction of Tertiary-Level Uyghur Students in China." In Muslim Students, Education and Neoliberalism. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56921-9_12.

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Tsihouridis, Charilaos. "Upside-Down Creativity! Reversing Science Concepts Learning for Tertiary Level Students." In Towards a Hybrid, Flexible and Socially Engaged Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53382-2_33.

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Al Amin, Abdullah, Shakawat Hossen, Md Mehedi Hasan Refat, Proma Ghosh, and Ahmed Al Marouf. "Predicting Entrepreneurship Skills of Tertiary-Level Students Using Machine Learning Algorithms." In Innovative Data Communication Technologies and Application. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7167-8_52.

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Ke, Sihui. "EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China." In Educational Linguistics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24078-2_14.

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Al Khalidi, Iman. "Investigating Motivational Factors in EFL Classroom from the Perspectives of Students at a Tertiary Context in Oman." In English Language Teaching Research in the Middle East and North Africa. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_22.

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Khan, Khadernawaz, and Umamaheswara Rao Bontha. "How Blending Process and Product Approaches to Teaching Writing Helps EFL Learners." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch007.

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Writing is a deciding factor for academic success among tertiary-level students. Developing the writing skill of learners at the foundation level plays a significant role in their academic career. In teaching writing, a debatable issue has been whether to use a process or product approach. While some researchers contend that a process approach helps develop writing among ESL/EFL learners, others argue that the product is more important than the process. However, process without product would be aimless and a product without a process would be hollow. This chapter deals with the writing module

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Actes de conférences sur le sujet "Tertiary level EFL students"

Tutor, Ben Oliver D., Gladys P. Bustos, Molina G. Rizo, Maryan Joy Lopez-Tutor, and Patricia Mae O. Lacanilao. "Dishonesty in Online Learning: Tertiary-Level Students’ Moral Evaluations." In 2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e). IEEE, 2025. https://doi.org/10.1109/ic4e65071.2025.11075331.

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Barnau, Anna. "AI IN TEACHING AND LEARNING FOREIGN LANGUAGES AT TERTIARY LEVEL: BENEFITS AND RISKS FOR MEDICAL STUDENTS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1697.

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Anjaniputra, Agung, and Dwi Rukmini. "Synchronous And Asynchronous Learning In Grammar Classes: Tertiary Level EFL Students’ Attitude." In Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-11-2020.2310658.

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Muamaroh, Muamaroh, and Ulya Septiana Pratiwi. "Advantages and Disadvantages of Peer Feedback on EFL Students Essay Writing at Tertiary Level." In International Conference of Learning on Advance Education (ICOLAE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220503.124.

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Algburi, Basim Yahya Jasim. "Exploring Iraqi EFL Learners' Command of basic Grammatical Structures at the Tertiary level." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.960.

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Language learning has been equated with learning it's grammar. The view was that mere words without grammar of some kind do not constitute a language. This view has been challenged by the communication-based approaches which relegated grammar to a secondary status. The new English course for Iraq which was the prescribed course for teaching English as a foreign language from 1972 to 2004 which was structurally- based has been deserted and since then there has been a shift to communication based courses in which grammar is assumed to be a by-product which develops automatically while emphasis i

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Velickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.

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The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this p

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Nur, Dedi, Dzul Rachman, and Arbain Arbain. "Internet Usage and Its Impact on The Academic Writing Performance of EFL Student at Tertiary Level." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.16-10-2019.163226.

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Al Hazmi, Faris, and Nenden Sri Lengkanawati. "Students’ and Lecturer’s Perception of the Implementation of Direct Method in EFL Classroom: A Case Study in a Tertiary Level." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.015.

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Kagazbayev, Zhanbyrbay, and Nazym Tokpayeva. "FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(15).

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Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English lan

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Cinkara, Emrah. "Burnout among tertiary level EFL instructors." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.858.

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Rapports d'organisations sur le sujet "Tertiary level EFL students"

Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus

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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student fee

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Nosa, Vili, Atefeh Kiadarbandsari, Shehana Farik, and John Sluyter. A Health Profile of Niue Tertiary Students in Aotearoa, New Zealand. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-2-02.

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Little is known about the health profile of tertiary students within Aotearoa, New Zealand (NZ), and this paper is the first to explore the health profile of Niue tertiary students within NZ. Part 1 comprises a scoping review which found that obesity, alcohol, smoking, mental health, sexual health, and drug use are the major key health issues for ethnic minority students. Part 2 presents the results of an online survey of Niue tertiary students across all major tertiary institutions within NZ. The survey results showed that most participants were at high risk of cardiovascular disease and had

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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on crea

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Sin, Isabelle, and Shannon Minehan. Building on strengths: Educational pathways that benefit Māori students. Motu Economic and Public Policy Research, 2024. http://dx.doi.org/10.29310/wp.2023.01.

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This paper is an economic analysis of pathways through education leading to strong outcomes for Māori students, and how these differ by gender and for students with different interests and aptitudes (‘specialties’) in high school. The authors focus on labour market outcomes and also consider some non-labour market outcomes. This paper will help inform policy development and career advice to both school-aged Māori students and older Māori people considering returning to education. Key findings in the research: • Level 2 NCEA certificate subjects do not define careers. • Women gain more educatio

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the auth

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Watanapokakul, Satita. A Development of a game-based supplementary e-learning program for english for veterinary profession I. Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.52.

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In the era of globalization, gam-based learning is one of the options that teachers implement with the students both inside and outside the classroom. This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (Eng Vet Prof I) for 2nd year students at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. This course focuses on improving the students’ listening and speaking skills in the Veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-

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Riederer, Bernhard. URBAN-RURAL DIFFERENCES IN EARLY BIRTHS IN AUSTRIA: A REGIONAL AND INDIVIDUAL LEVEL ANALYSIS. Verlag der Österreichischen Akademie der Wissenschaften, 2025. https://doi.org/10.1553/0x00407c46.

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Demographic research has repeatedly demonstrated differences in fertility on the subnational level, especially between urban and rural regions. The most recent literature focuses on historical developments of total fertility, cohort fertility, or indicators of late fertility (35+). The present paper complements these analyses by focusing on earlier births (i.e., births at ages below 25) and by analysing both regional and individual level data. In particular, I assume that metropolitan areas as centres of contemporary knowledge societies and service economies offer educational and economic oppo

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Kao, Sovansophal, Phal Chea, and Sopheak Song. Upper Secondary School Tracking and Major Choices in Higher Education: To Switch or Not to Switch. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.133.202203.

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Strengthening the quality of education, science and technology education is one of the four strategic rectangles of Rectangular Strategy Phase IV and at the heart of Cambodia’s ambition to achieve higher-middle-income status by 2030 and high-income status by 2050. To that end, increasing attention has been paid to improving both the quantity and quality of science education from secondary school through higher education. Empirically, it has been demonstrated that upper secondary school science can play a significant role in inspiring students to pursue STEM majors in higher education. Yet, the

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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important

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