Gotowe bibliografie tematyczne / ELT-Learner-Motivation

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Gotowa bibliografia na temat „ELT-Learner-Motivation”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "ELT-Learner-Motivation"

Ha, Thanh Bich Loan. "Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024." ICTE Conference Proceedings 5 (October 2, 2024): 140–64. http://dx.doi.org/10.54855/ictep.24512.

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This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings rev

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Velarde Orozco, Myriam Tatiana, and Bárbara Luisa De Benito Crosetti. "Enhancing English Language Teaching and User Experience in Virtual Environments: A Systematic Review on Gamification and Personalised Learning." Journal of Language and Education 11, no. 2 (2025): 157–74. https://doi.org/10.17323/jle.2025.24798.

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Introduction: Virtual learning environments (VLEs) have become central to English language teaching (ELT), although persistent disengagement suggests that design must go beyond content delivery. Gamification and personalised learning (PL) contribute to enhanced user experience (UX) and better learning outcomes, but evidence on their combined effects remains fragmented. Purpose: This systematic literature review (SLR) explains how gamification and PL influence UX, motivation, engagement and achievement in ELT-oriented VLEs, identifies effective design practices, and maps the implementation chal

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Masani, Andi. "Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic." Journal of Languages and Language Teaching 10, no. 3 (2022): 434. http://dx.doi.org/10.33394/jollt.v10i3.5442.

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The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was

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Delijar, Ressi, and Ive Emaliana. "SIMPLE VS SOPHISTICATED EPISTEMIC BELIEFS AN INITIAL STEP TO DEVELOP SEMINAR ON ELT COURSE MATERIAL." JURNAL ILMIAH BAHASA DAN SASTRA 8, no. 1 (2021): 12–21. http://dx.doi.org/10.21067/jibs.v8i1.5838.

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The development of appropriate teaching materials not only needs to be adjusted to the latest curriculum but also to the needs of the parties involved in learning. One of the parties involved is the learner. The needs of learners in the learning process must be known in order to develop appropriate teaching materials. This study is intended to map the needs of learners in the Seminar on ELT class as a first step to develop appropriate teaching materials by considering the different characteristics of students through the perspective of their epistemological beliefs. The participants involved i

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Utami, Artine Ayu, and Paulus Kuswandono. "Undergraduate Students’ Learner Autonomy during Thesis Writing: The Case of a Group of EFL Students in Indonesia." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 7, no. 2 (2023): 316. http://dx.doi.org/10.26858/eralingua.v7i2.46043.

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Abstract. Learner autonomy has recently gained popularity among scholars of ELT as autonomy is pivotal, especially during the thesis writing process. This study aims to explore undergraduate students’ learner autonomy during thesis writing. A case study method was employed to explore and record students' autonomy. A case study is a comprehensive, all-encompassing description and study of specific phenomena like a program, an institution, a person, a process, or a social unit. The data were collected from semi-structured interviews, weekly writing progress of five EFL students in Indonesia, and

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Padinjarekaithackal, Vinod Michael, and P. John Joseph Kennedy. "The Problems and Challenges to English Language Teaching in India: A Review using Schwab's 'Curriculum Commonplace' Framework." South India Journal of Social Sciences XXI, no. 7 (2023): 94–102. https://doi.org/10.5281/zenodo.15411707.

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This literature review investigates the problems and challenges in L2 teaching and learning in India in the last decade. Given the structure and diversity of the Indian education system, in-depth studies at the micro level and regular and continuous synthesis of data are required for a realistic understanding of the problems and challenges in ELT so that educators, policymakers and administrators can improve the quality of L2 teaching and learning. The two research questions posed were: What recurring challenges and problems in ELT in India are reported? And “What do these challenges and

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Ahmad, Hamdi, and Robert McColl Millar. "REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 4 (2020): 01–09. http://dx.doi.org/10.18510/hssr.2020.841.

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Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials a

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Sedubun, Stenlly, and Nurhayati Nurhayati. "Exploring the Efficacy of Project-Based Learning in English Language Teaching: A Literature Review." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 1 (2024): 1089–92. http://dx.doi.org/10.62775/edukasia.v5i1.949.

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This study aims to explore the efficacy of project-based learning (PBL) in the context of English language teaching (ELT). The study seeks to identify the benefits and challenges associated with implementing PBL in language classrooms and explores its impact on language learning outcomes. A systematic literature review of relevant academic literature was conducted, focusing on studies published between 2010 and 2023. Peer-reviewed articles, books, and conference proceedings were analyzed to synthesize current findings on applying PBL in ELT settings. The review reveals that PBL promotes meanin

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Saraswati, Ni Putu Ritra Trees Ari Kartika Hadi, Ni Kadek Herna Lastari, and ⁠I Wayan Sumerta Winaya Asnadi. "Integrating Canva And Similar Digital Design Tools In English Language Teaching: A Literature Review." Jurnal Penelitian Ilmu Pendidikan Indonesia 4, no. 1 (2025): 8–13. https://doi.org/10.31004/jpion.v4i1.317.

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This study discusses the integration of Canva and similar digital design tools in English Language Teaching (ELT). It synthesizes research on design-based learning, digital storytelling, and the use of visual aids in English as a Foreign Language (EFL) classrooms, highlighting the pedagogical benefits and challenges of employing these technologies. The review emphasizes Canva’s role in enhancing student engagement, creativity, and language skills through interactive and collaborative learning environments. Methodologically, this study conducts a comprehensive synthesis of recent empirical stud

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Bist, Resham Bahadur. "Role of the Literature in ELT Course of Mid-Western University." Journal of NELTA Surkhet 5 (April 1, 2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.

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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and eff

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Części książek na temat "ELT-Learner-Motivation"

Sterling, Shaun, and Daniel Xerri. "Unpacking Teachers' Perceptions of Student Engagement in the ELT Classroom." In Mitigating Learner Disadvantages in Teaching and Learning. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8623-1.ch004.

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This chapter explores teacher perceptions of student engagement in the English Language Teaching classroom. Engagement is a multifaceted concept involving behavioural, cognitive, emotional, and social dimensions, influenced by classroom dynamics, cultural factors, and teaching approaches. Based on semi-structured interviews with teachers working at a private English language school in Malta, the study highlights how they interpret and foster engagement through strategies that prioritise inclusivity and cultural sensitivity. It reveals insights into the nuances of engaging diverse students, emp

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