Gotowe bibliografie tematyczne / Additional language education in ESL

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Gotowa bibliografia na temat „Additional language education in ESL”

Autor: Grafiati

Data publikacji: 23 czerwca 2021

Data aktualizacji: 29 lipca 2025

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Artykuły w czasopismach na temat "Additional language education in ESL"

Sika-Paotonu, Dianne, and Carolyn Tait. "Scientific language communication within postgraduate Immunology education." Journal of Immunology 198, no. 1_Supplement (2017): 137.2. http://dx.doi.org/10.4049/jimmunol.198.supp.137.2.

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Abstract Language is the dominant medium through which communication occurs in tertiary education contexts. It is paramount that teachers consider the language of the classroom where learning and teaching activities occur as this is highly relevant to all students and in particular, English as Second Language (ESL) learners. The purpose of this work was to explore scientific language communication in the postgraduate learning and teaching environment for nursing, midwifery and health students undertaking Immunology classes and consider the implications for ESL learners in particular. Participa

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Hnatyhena, Iryna, and Inna Khariuk. "DISTANT LEARNING ESL." BULLETIN OF CHERNIVTSI INSTITUTE OF TRADE AND ECONOMICS I, no. 81 (2021): 144–54. http://dx.doi.org/10.34025/2310-8185-2021-1.81.10.

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Distance Learning is an online-based program that gives students additional practice outside the classroom and helps decrease the amount of time it takes inside the classroom to study for the HSE test or to improve English language skills. МЕТОДИКА ВИКЛАДАННЯ У ВИЩІЙ ШКОЛ І 146 Випуск І (81), 2021 Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is

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Maria Nisar, Sadia Parveen, and Muhammad Asif. "Analyzing the role of socio-cultural Norms in Pakistani English Language Education: A case study of ESL Classroom Practices." Panacea Journal of Linguistics & Literature 2, no. 2 (2023): 89–103. http://dx.doi.org/10.59075/pjll.v2i2.284.

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Pakistani students face numerous problems as well as complications in English as a second language. The purpose of this study is to examine the role of socio- cultural norms in ESL classroom practices in Pakistani context. Because the role of socio-cultural norms usually found in each language and normally found in ESL learning. There is a gap that needs to be filled the complex interplay in the Pakistani context. By exploring the viewpoints of ESL teachers, this study purposes to fill this void and deliver valued perceptions into the role of socio- cultural norms in ESL education, subsidizing

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Alefesha, Heba M. N., and Dina Al-Jamal. "Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example." Journal of Ethnic and Cultural Studies 6, no. 1 (2019): 117. http://dx.doi.org/10.29333/ejecs/235.

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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about imm

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Shinga, Sibongile, and Ansurie Pillay. "Why do teachers code-switch when teaching English as a second language?" South African Journal of Education 41, Supplement 1 (2021): S1—S7. http://dx.doi.org/10.15700/saje.v41ns1a1934.

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In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers

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Pei, Xiaoyu. "Language Learning Strategies from the Perspective of Learning Context." World Journal of English Language 13, no. 5 (2023): 251. http://dx.doi.org/10.5430/wjel.v13n5p251.

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Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts r

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FaqeAbdulla, Baraat I. "Analysis of Definite and Indefinite Article Usage in Students' Paragraphs." Koya University Journal of Humanities and Social Sciences 7, no. 1 (2024): 494–501. https://doi.org/10.14500/kujhss.v7n1y2024.pp494-501.

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Although they are among the most basic words in the English language, articles make writing difficult for EFL and ESL students. This study looks into how students use definite and indefinite articles in their paragraphs. What is the frequency of definite and indefinite articles in first-year English majors' paragraphs at Salahaddin University's College of Education? To what extent are students accurate in their use of definite and indefinite articles? are the main questions under investigation. The study aims to identify the frequency of definite and indefinite articles in 35 paragraphs writte

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Kildė, Laura. "ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya." Journal of Education Culture and Society 14, no. 1 (2023): 634–49. http://dx.doi.org/10.15503/jecs2023.1.634.649.

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Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this

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Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.

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Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in educatio

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Webster, Nina Lee, and Chunlei Lu. "“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology." Language and Literacy 14, no. 3 (2012): 83. http://dx.doi.org/10.20360/g28593.

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In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic.

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Rozprawy doktorskie na temat "Additional language education in ESL"

Humphreys, Pamela. "English Language Proficiency in Higher Education: Student Conceptualisations and Outcomes." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367494.

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In recent years, the growing number of students with English as an Additional Language (EAL) in higher education around the world - and specifically in traditional English-speaking contexts - has led to a focus on their English language proficiency (ELP). Much of the scholarly literature on the topic has drawn on expert opinions rather than the views of students themselves. Students have been treated as ‘objects of study’ rather than as ‘subjects of study’ in their own right. Student conceptualisations of ELP, which lie at the core of this thesis, are examined and analysed with respect to key

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Briffett, Aktas Carla. "Listening to young learners : applying the Montessori method to English as an Additional Language (EAL) education." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/86962/.

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With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the langu

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Lacroix, Fanny. "The impact of same-language subtitling on student comprehension in an English as an Additional Language (EAL) context / Fanny Lacroix." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10288.

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The purpose of the present study was to investigate the impact of Same-Language Subtitles (SLS) on the subject-specific comprehension and the academic literacy levels of EAL students on the Vaal Triangle Campus of North-West University (NWU). Essentially, the study aimed to determine whether exposing students studying through English as an Additional Language (EAL) to subtitled lectures (live or recorded lectures) would help improve their comprehension of the academic content as well as their receptive academic literacy skills, compared to students who were not exposed to subtitled lectures. T

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Czaholi, Attila. "The effectiveness of oral corrective feedback in experimental and quasi-experimental studies : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875.

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By exploring previous research, this systematic literature review aims to shed light on the effectiveness of oral corrective feedback practices by teachers to students on oral proficiency with the focus on recasts and prompts. This systematic literature review also intends to shed light on the effectiveness of recasts and prompts compared with each other. This study reports on the results of 13 experimental or quasi-experimental studies that measured the effectiveness of prompts and recasts on language acquisition and the effectiveness of prompts and recasts compared with each other. In those

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Barwell, Richard A. "The development of a discursive psychology approach to investigate the participation of students with English as an additional language (EAL) in writing and solving arithmetic word problems with peers." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/a01bd43c-1a99-4789-947a-3d9ac67f9e87.

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Vermaak, Coralie Elizabeth. "Phonological awareness skills of a group of Grade 4 learners in a multi-cultural, multi-lingual education context with English as Language of Learning and Teaching (ELoLT)." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/29130.

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Rationale: The importance of well developed phonological awareness and the effect of poor phonological awareness skills on reading and spelling have long been recognised. However, a dearth of research exists regarding populations in multi-cultural, multi-lingual contexts both nationally and internationally. This issue is of particular importance in the South African context where many Black learners in the school setting have no other choice than English as the Language of Learning and Teaching (ELoLT). Aim: The purpose of the study was to explore the effect of a multi-cultural, multi-lingual

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Pijper, Noelene Carol. "The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-103603.

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Bucher, Barbosa da Silva Tahnee. "Bringing Pragmatics into the ESL Classroom." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522520.

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<p> As a result of the expanding interest in the cognitive and social dimensions of language use beyond single sentences, a great number of research studies have been conducted in order to examine nonnative speakers’ ability to use language appropriately in a social context. Recently, with a growing understanding of the key role pragmatic competence plays in second language development, researchers have also investigated the benefits of direct instruction in helping language learners become aware of the pragmatic conditions governing the uses of grammatical structures. This thesis report

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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.

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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results sh

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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.

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<p>Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data co

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Książki na temat "Additional language education in ESL"

Heald-Taylor, Gail. Whole language strategies for ESL students. Dominie, 1991.

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Weddel, Kathleen Santopietro. Needs assessment for adult ESL learners. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, National Clearinghouse for ESL Literacy Education, 1997.

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National Clearinghouse for ESL Literacy Education., ed. Improving ESL learners' writing skills. National Clearinghouse for ESL Literacy Education, 1997.

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Lynda, Terrill, and National Clearinghouse for ESL Literacy Education., eds. ESL instruction and adults with learning disabilities. National Clearinghouse for ESL Literacy Education, 2000.

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Florez, MaryAnn Cunningham. Improving adult ESL learners' pronunciation skills. ERIC, National Clearinghouse for ESL Literacy Education, 1998.

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Tierney, Mary Ann. Handbook for ESL literacy instructors. Ministry of Skills, Training and Labour and the Centre for Curriculum and Professional Development, 1995.

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National Clearinghouse for ESL Literacy Education., ed. Evaluating workplace ESL instructional programs. National Clearinghouse for ESL Literacy Education, 1995.

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Donna, McGee, and Vancouver Community College. King Edward Campus. English Language Skills Dept., eds. ESL instructor's guide: Advanced level. English Language Skills Dept., Vancouver Community College, 1990.

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Madsen, Guglielmino Lucy, ed. Adult ESL instruction: A sourcebook. Lifelong Learning Books, 1991.

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Sarah, Benesch, and Teachers of English to Speakers of Other Languages., eds. Ending remediation: Linking ESL and content in higher education. Teachers of English to Speakers of Other Languages, 1988.

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Części książek na temat "Additional language education in ESL"

Ørevik, Sigrid, Aud Solbjørg Skulstad, and Sophia Diamantopoulou. "Multimodality in EAL teacher education." In Multimodal Literacy in English as an Additional Language in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003429876-14.

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Leung, Constant. "Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.7.17leu.

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The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (exce

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Lin, Angel M. Y. "Disconnects in Bilingual Education Settings and Research Traditions." In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1802-2_4.

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Klieve, Sharon, Shelley Gillis, Kylie Smith, and Sophie Arkoudis. "The Teaching Profession: Where to from Here?" In Rethinking Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_7.

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AbstractDuring the health crisis in Victoria, teachers were positioned as essential workers in the media and by government. Teachers were seen to play a critical role in minimizing the impacts of the health and economic crisis. At the system level, reactionary responses targeted online platforms and structures to support remote learning. Along with supporting learning, educators’ roles broadened to encompass the additional responsibilities of social and emotional support and wellbeing for their students, particularly those at risk of disengagement. This chapter will present four vignettes acro

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Suliman, Wesam. "Speaking Difficulties that Young ESL Learners Encounter." In English Language Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69789-0_15.

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AlKaraki, Farah. "Can ESL Students Use Perfect Tenses Perfectly?" In English Language Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69789-0_6.

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ElMajanini, Dina. "Motivational Dynamics in ESL Classrooms: A Qualitative Study." In English Language Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69789-0_2.

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AlMasri, Hayat. "Conjunction Mastery: A Study of ESL Writing Proficiency and Cohesion." In English Language Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69789-0_4.

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Arkoudis, Sophie. "Collaborating in ESL Education in Schools." In International Handbook of English Language Teaching. Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_26.

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Choudry, Sameena. "English as an Additional Language." In Equitable Education. Routledge, 2025. https://doi.org/10.4324/9781041055440-4.

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Streszczenia konferencji na temat "Additional language education in ESL"

Satilani, Noxolo, and Xolani Khalo. "INCLUSIVE PRACTICES TO TEACH ENGLISH FIRST ADDITIONAL LANGUAGE TO SECOND LANGUAGE SPEAKERS IN THE SOUTH AFRICAN SCHOOL CONTEXT." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0043.

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Nkomo, Sibhekinkosi Anna, and Ameera Carrim. "INSIGHTS AND LESSONS FROM USING THE EARLY GRADE READING ASSESSMENT TOOL WITH FOUNDATION PHASE ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0232.

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Mokoena, Mosebetsi, and Moleboheng Borotho. "THE INNOVATIVE USE OF SELF-DIRECTED LEARNING FOR ADDRESSING COVID-19 LEARNING LOSS AMONG ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS IN RURAL HIGH SCHOOLS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0360.

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Turdieva, Roza. "TECHNIQUES FOR ASSESSING THE PERFORMANCE OF ESL STUDENTS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/pyfl8084.

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The article focuses on different types of assessment and its using both in higher and secondary education system. Assessment is a crucial part of the teaching process because it allows us to determine where our students are in the learning process, how successful our instructional tactics have been, and whether or not there are any additional problems that we need to be aware of as we plan future lessons and student support. Assessment as learning, assessment of learning and assessment for learning as tools are described in the article as well.

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing b

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Said, Noraini. "Developing ESL Teachers’ TPACK Through Evaluation of Digital Resources." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.77.

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"Applying Drama and Narrative Structure in ESL Language Education." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119424.

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Mitina, O. A., and A. D. Kardapoltsev. "Development of an intelligent assistant model for environmental sound recognition for deaf people." In IV All-Russian (National) Scientific Conference "Russian Science, Innovation, Education". Krasoyarsk Science & Technology City Hall, 2025. https://doi.org/10.47813/rosnio.4.2025.2005.

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Hearing is a key channel for perceiving the environment: a person recognizes a threat, reacts to everyday events, and maintains social contacts based on a sound signal. More than 430 million people in the world live with severe hearing loss, which makes them vulnerable to dangers. The development of mobile computing platforms and the availability of multi-channel microphones open up the possibility of creating a personal assistant that analyzes the acoustic scene in real time and translates sounds into vibration or visual alerts. The main challenge in building such a system is the high variabi

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Dzulkiflee, Marlini binti Michael. "ESL Teachers’ Use of Vocabulary Digital Content for Vocabulary Instruction." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.12.

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Mohamad, Ayu Rita. "Investigating Speaking Anxiety Among Pre-Service ESL Teachers in Oral Presentation." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.38.

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Raporty organizacyjne na temat "Additional language education in ESL"

Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal at

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Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.382.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glos

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Näslund-Hadley, Emma, and Haydée Alonzo. Inequality, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. Inter-American Development Bank, 2024. https://doi.org/10.18235/0013269.

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Educational inequality remains a critical challenge across Latin America, with significant learning gaps persisting, particularly among students from marginalized and impoverished communities. Stark inequities in access to quality education and its academic benefits disproportionately affect disadvantaged students, perpetuating exclusion and segregation. This study leverages data from the 2019 Regional Comparative and Explanatory Study (ERCE 2019) to analyze educational outcomes, focusing on the challenges faced by students from low socioeconomic backgrounds and Indigenous communities. Finding

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary lev

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo

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Langlais, Pierre-Carl. Uses of Open Science. Comité pour la science ouverte, 2024. https://doi.org/10.52949/67.

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Contrary to common expectations, 65-90% of the audience of open science platforms comes from non-academics. New research has shown that the open science movement has largely expanded the social, economic and cultural scope of scientific research. Regular users include students, non-academic professionals or private citizens. Private and public structures extensively rely on open research to create new innovations and better document existing practices or products. Significant professional uses of academic research has been attested in numerous sectors such as the aircraft industry, banking, in

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research,

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Language stability in primary school-aged children hinders catch up for those with language disorders. ACAMH, 2018. http://dx.doi.org/10.13056/acamh.10552.

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In 2017, the Journal of Clinical Psychology and Psychiatry published the latest results of the Surrey Communication and Language in Education Study (SCALES), in which Courtenay Frazier Norbury and colleagues investigated language growth and stability in a population cohort of children with varying degrees of verbal and nonverbal cognitive abilities and a wide range of additional diagnoses.

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