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Gotowe bibliografie tematyczne / ELT-teaching content

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Gotowa bibliografia na temat „ELT-teaching content”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "ELT-teaching content"

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Raju Parajuli. "ELT in Nepal: Changing Teacher's Role in the Present Context." Prāgyik Prabāha 12, no. 1 (2024): 42–55. http://dx.doi.org/10.3126/pp.v12i1.69971.

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This reflective paper highlights English Language Teaching (ELT) practices in Nepal, focusing on various context and dilemmas such as choosing between monolingual or multilingual approaches, using local versus international materials, and selecting authentic versus inauthentic sources. It also examines the use of textbooks written by native or non-native writers and addressed obstacles and coping strategies involved. Additionally, the reflection discusses the major roles of English teachers in Nepal as a teacher, a researcher and a practitioner. ELT in Nepal has gone significant changes mirror

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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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Mitchell, Peter J., and Andrei G. Shilnov. "SHAPING PRODUCTIVE CULTURAL CONTENT FOR EFL MATERIALS IN CONTEMPORARY RUSSIAN ELT PRACTICES." Revista Contexto & Educação 34, no. 108 (2019): 319–33. http://dx.doi.org/10.21527/2179-1309.2019.108.319-333.

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The article attempts to develop guidelines for the inclusion / non-inclusion of specific cultural content into EFL materials for contemporary ELT practices in Russia. Cultural circumstances surrounding the ELT practices in today’s Russia and their connection with the past are analyzed. Some approaches to the usage of materials are considered, with examples of specific published and online materials provided. An exemplar of a lesson plan on a thought-provoking topic with sample activities and materials is presented based on the approaches and principles described. A conclusion is made on the ne

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Saputra, Heru, and Dolendra Paudel. "Critical Literacy in Indonesian ELT: A Multicultural Approach Based on Banks’ Dimensions of Education." Kognisi: Jurnal Ilmu Keguruan 2, no. 2 (2025): 117–28. https://doi.org/10.59698/kognisi.v2i2.428.

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In Indonesia’s diverse sociocultural landscape, English language teaching (ELT) is crucial in shaping students’ understanding of multicultural perspectives. However, ELT materials often lack cultural inclusivity and fail to encourage critical engagement with diverse narratives. This conceptual paper explores the integration of the Critical Literacy Approach in ELT to promote multicultural awareness among secondary school students. Using James A. Banks’ Dimensions of Multicultural Education as the analytical framework, this study examines how ELT materials and pedagogical strategies can foster

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Bose, Priyanka, and Xuesong Gao. "Cultural Representations in Indian English Language Teaching Textbooks." SAGE Open 12, no. 1 (2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082102.

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Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results

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Wang, Bing. "Research on the Value Orientation of ELT Integration Based on Data Mining under the Background of Megadata." Mathematical Problems in Engineering 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/6774977.

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The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, pers

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Soleimani, Fatemeh, and Ahmad Alibabaee. "Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (2018): 1. http://dx.doi.org/10.21093/ijeltal.v3i1.115.

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Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian EL

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Mora Guarín, Jaqueline. "The Implementation of Prototypical Content Word Lists to Analyse the Vocabulary Input Contained in English Language Teaching Textbooks." Journal for Foreign Languages 16, no. 1 (2024): 365–84. https://doi.org/10.4312/vestnik.16.365-384.

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Textbooks are considered a crucial pedagogical component in foreign language teaching and learning contexts. However, analyses of the representation of prototypical patterns in the vocabulary input contained in English language teaching (ELT) textbooks have been scarce since, to the best of our knowledge, no prototypical word lists have yet been produced. This study is primarily intended to reveal whether word prototypicality is represented in two EFL learners’ ELT textbooks differing in age and course level, focusing on the 50 most frequent content words and then elaborating preliminary proto

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Par, Leonardus. "Integrating TPACK into English Language Teaching Before and During Covid-19 Pandemic: The State of the Art." English Language Education Journal (ELEJ) 1, no. 2 (2022): 49–72. https://doi.org/10.36928/elej.v1i2.1662.

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Nowadays, the Covid-19 pandemic has brought a profound impact on English language teaching (ELT). Consequently, the English language teachers had to adapt and shift to remote teaching utilizing technology quickly. This article reviews the recent studies and practices of integrating the TPACK (technological pedagogical content knowledge) framework in ELT. To this end, the previous studies and best practices of employing technology in ELT by the English language teachers before and during the Covid-19 Pandemic are reviewed and discussed based on the TPACK framework. Moreover, the studies conduct

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Erkir, Sarp, Emsal Ates Ozdemir, and Ali Ata Alkhaldi. "An ELT Textbook Analysis Through a Pedagogical Lens: A Case Study in Turkiye." World Journal of English Language 15, no. 6 (2025): 302. https://doi.org/10.5430/wjel.v15n6p302.

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As in many countries, English textbooks are key elements in language teaching in Turkish schools. Because Türkiye does not have an English-speaking environment, English can only be learned in the classroom using English Language Teaching (ELT) textbooks and their accompanying materials. Therefore, a systematic and rigorous approach is needed when analyzing ELT textbooks in order to help students learn the language effectively. This study critically analyzes a local ELT textbook, widely utilized in Turkish schools, to identify its effectiveness and assess its alignment with pedagogical principl

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Rozprawy doktorskie na temat "ELT-teaching content"

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Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.

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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.

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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to

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Synková, Blanka. "Modely začlenění odborné přípravy do výuky anglického jazyka." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337131.

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The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar

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Książki na temat "ELT-teaching content"

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Brinton, Donna. Content-based second language instruction. University of Michigan Press, 2004.

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Brinton, Donna. Content-based second language instruction. Newbury House Publishers, 1989.

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Brinton, Donna. Content-based second language instruction. Heinle & Heinle Publishers, 1989.

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Helgesen, Marc. Active listening: Expanding understanding through content : student's book 3. Cambridge University Press, 1996.

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Kazumi, Hatasa, and Makino Seiichi, eds. Nakama 2: Japanese communication, culture, context. Houghton Mifflin, 2000.

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Kazumi, Hatasa, ed. Nakama 2: Japanese communication, culture, context. Houghton Mifflin, 2000.

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McCarthy, Michael. Touchstone: Full contact. Cambridge University Press, 2008.

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McCarthy, Michael. Touchstone: Full contact. Cambridge University Press, 2008.

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Michael, McCarthy. Touchstone: Full contact. Cambridge University Press, 2008.

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Michael, McCarthy. Touchstone: Full contact. Cambridge University Press, 2008.

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Części książek na temat "ELT-teaching content"

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Hashim, Haida Umiera, and Syamimi Turiman. "Digital Content Creation Course for Malaysian English Undergraduate Students: Its Relevance to Promote Autonomous Employability Skills." In Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-120-3_4.

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Faridah, Fita, Pratiwi Retnaningdyah, and Ali Mustofa. "Exploring Novice Teachers’ Professional Identity in the Indonesian EFL Context." In Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-120-3_7.

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Grosbois, Muriel M., and Cédric G. Sarré. "Learning to Teach for Next-Generation Education." In Preparing Foreign Language Teachers for Next-Generation Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch009.

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This chapter examines how pre-service teachers specializing in English Language Teaching (ELT) in secondary schools can learn to teach for Next-Generation Education by developing professional skills that are in line with today and tomorrow's technology-mediated environments. To face this challenge, some specific CALL-based ELT training combining action and reflection has recently been introduced in the Education Department at Paris-Sorbonne University. In order to examine the specific CALL-based ELT training offered in light of the set objective, its theoretical underpinnings will first be con

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Özkanal, Ümit. "An Examination of the English Language Teaching (ELT) Curriculum in Two Asian Nations." In Eğitimde Güncel Araştırmalar- II. Özgür Yayınları, 2023. http://dx.doi.org/10.58830/ozgur.pub238.c995.

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In order to effectively navigate global interactions and engage in various activities, it is imperative for individuals to possess proficiency in at least one language as a global citizen. English, as the global language of communication, is widely regarded as the most extensively learned foreign or second language around the globe. Nations that aspire to educate and instruct its populace in the English language develop their English Language Teaching (ELT) curriculum and implement them in order to achieve their intended outcomes. Countries design and implement their English Language Teaching

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Kırkgöz, Yasemin. "Exploring the Potential of an Andragogical Approach to Teaching Leadership." In Advances in Human and Social Aspects of Technology. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7832-5.ch007.

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This chapter reports designing, implementing, and evaluating a Leadership and Management in ELT course based on an andragogical approach for adult learners in the teacher education department of a state university in Turkey. Participants were seven adult learners aged 28-35 undertaking the course, which lasted 14 weeks with 3 hours of weekly teaching. The course was delivered online, and the course content included leadership and management theories and approaches using videos, books, and a collection of articles. Data were collected using qualitative data collection tools; participants were r

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Heggernes, Sissil Lea. "Intercultural English Teaching in Norway for the 21st century." In Moving English Language Teaching Forward. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch7.

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This chapter asks in what ways recent international developments around the notion of interculturality might enrich English language teaching (ELT) in Norway in tandem with the country’s Core Curriculum and English curriculum. To understand the recent trends in intercultural research and their relevance to ELT, an historical background on the teaching of cultural content in the subject of English is provided. The role of interculturality in the Norwegian Core Curriculum and English curriculum is first considered through a textual analysis, then compared and contrasted to the curricula of 1974

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Al-Mahrooqi, Rahma, Faisal Said Al-Maamari, and Christopher Denman. "An Evaluation of Preposition Representation in the Omani Basic Education ELT Textbooks." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch018.

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The chapter employed a corpus-based approach to evaluate the representation of prepositions in the Omani Basic Education English language teaching (ELT) school textbooks in Grades 1-4. In doing so, it sought to investigate English preposition distribution patterns in the textbooks in order to understand more about how Omani learners are introduced to them. To achieve this, a corpus of Omani ELT school textbooks was used and a qualitative page-by-page content analysis performed through manual content analysis. Findings indicate that prepositions were not presented with enough frequency for lear

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Kotlarska, Irmina. "Sociocultural, Political, and Educational Aspects of Teaching English in Polish Schools in the Interwar Period (1918–1939)." In Policies and Practice in Language Learning and Teaching. Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463722049_ch12.

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This essay aims to uncover the history of the learning and teaching of English as a foreign language in Poland from 1918 to World War II (1939). English first came into the curriculum in the developing school system then. The main investigated phenomena are the links between teaching and learning procedures of English language teaching (ELT) at state schools and the social, cultural, intellectual, and political context of foreign language teaching in interwar Poland. The analysis investigates how the purposes of English language education given in curricula are reflected in textbooks. Therefor

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Emon, Md Mehedi Hasan. "Leveraging AI on Social Media & Digital Platforms to Enhance English Language Teaching and Learning." In Advances in Computational Intelligence and Robotics. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1952-0.ch007.

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This chapter explores the integration of artificial intelligence (AI) within social media and digital platforms to enhance English Language Teaching (ELT). It examines AI-driven tools like chatbots, conversational agents, and content curation algorithms that facilitate personalized, interactive, and engaging learning experiences. By analyzing platforms such as Facebook, Instagram, Duolingo, and TikTok, the chapter highlights how AI fosters dynamic English learning communities and enables real-time language practice. It also addresses ethical considerations, such as data privacy, accessibility,

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Ozturk, Rukiye Ozlem, and Enisa Mede. "Evaluation of Master's Programs in English Language Teaching (ELT)." In Handbook of Research on Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch034.

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This chapter aims to evaluate the English Language Teaching (ELT) master program offered by the Graduate School of Educational Sciences at a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, it investigates the preferences of the students about joining this particular program as well as analyzes their perceptions along with the ones shared by the course instructors and program coordinator. The sample population comprised fifty students, five instructors and one program coordinator. Data were obtained through a questionnaire and reflective essays. The findings revea

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Streszczenia konferencji na temat "ELT-teaching content"

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Lawrence, Damayanthi, and Harsha Dulari Wijesekera. "An Analysis of Creativity, Critical Thinking, Communication, and Collaboration Skills in the G.C.E. (Advanced Level) General English Textbook in Sri Lanka." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/fumr6787.

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Advanced Level General English (GE) Course in Sri Lanka aims to prepare students for success in higher education, work, and social life. To achieve this objective, it is necessary to equip students with “21st century skills” in addition to language skills. A crucial factor that determines the success of the programme is the teaching material. The Advanced Level GE textbook is the primary teaching material for the GE course in schools nationwide. This study explored the representation of 21st century skills in this textbook by employing Qualitative Content Analysis (QCA) to systematically categ

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Mirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.

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The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative

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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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Nguyen, Bao. "Enhancing the wellbeing of English teachers at the tertiary level in Vietnam – Technological support for a smooth transition from novice to experienced teachers." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-29.

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It has been argued that a supportive community is necessary for a sustainable wellbeing in the ELT field (Mercer, 2021; McGrath & Noble, 2003). In fact, Mercer (2021), in her 2021 article advocating for research into language teacher wellbeing, mentions that "essentially, the entire ELT community needs to see any threats to individual well-being as a collective community issue" (Mercer, 2021, p. 19). While some teachers regard CALL as an advantage to language teaching and learning, others may perceive it as a threat, which eventually makes them feel reluctant toward its implementation into

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Mairi, Salam. "Task-Based Language Teaching: A Lesson Plan Proposal For Indonesian ELT Context (A Consideration Before Integrating ICT in ELT)." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.28.

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Amaraweera, Sankaja. "Shift in the Sri Lankan ESL Classroom – An Experiment with Mobile Assisted Language Learning." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/xaeh4847.

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The young generation of the contemporary world is depended on the omnipresent smart devices Yu (2012). Their advancement has created a range of additional benefits and new means of learning (Chan, 2016). The use of mobile applications for various purposes is commonly experienced in the Sri Lankan context as well. Although frequently used in written and oral discourses, phrasal verbs are subject to be excluded if the correct use of them is challenging for the English as a Second Language (ESL) learners. Therefore, this research intends to inspect the efficacy of teaching Phrasal Verbs via one o

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Abdullah, Suhaily. "EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM." In 2025 EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.218230.

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In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 48 diploma students across two different courses, selected through purposive sampling. Descr

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Abdullah, Suhaily. "EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM." In EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.115.

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In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 46 diploma students across two different courses, selected through purposive sampling. Descr

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Abdullah, Suhaily. "Exploring Students Perspectives of Engagement on an Indoor Explorace Activity in ESL Classroom." In 2025 EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.115116.

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In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 46 diploma students across two different courses, selected through purposive sampling. Descr

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Raporty organizacyjne na temat "ELT-teaching content"

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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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