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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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An Error-tagged Learner Corpus of L1 Greek EFL Learners’ Texts of C2 Level (CEFR) ...
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| 4 |
The interphonology of contemporary English corpus (IPCE-IPAC)
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In: French Studies Publications (2021)
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| 5 |
Supporting the development of learner autonomy through textbooks
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| 6 |
Caused-motion Constructions in Learner English Corpora: from Observation to Experimentation ; Construções de Movimento Causado em um Corpus de Aprendizes de Inglês: da observação à experimentação
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Rosa, Rodrigo Garcia. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020
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| 7 |
Learning English in a mobile-technology-assisted environment in China: Perception, process and Community of Practice
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| 8 |
Attitudinal and Affective Classroom Ecology and Atmosphere
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In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 1-14 (2020) (2020)
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| 10 |
Motivational teaching practices from EFL learners’ perspective at tertiary level in Yemen
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 695-703 (2020) (2020)
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| 11 |
‘Wicked’ use of English slang in relation to identity development in an elementary EFL classroom
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 31, 2019, pags. 75-95 (2019)
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| 12 |
Chinese EFL learners’ reading motivation: a dynamic systems theory perspective
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Li, Jianjun. - : Sydney, Australia : Macquarie University, 2018
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Abstract:
Empirical thesis. ; Bibliography: pages 102-112. ; Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methodology -- Chapter Four. Results and discussion -- Chapter Five. Summary and conclusions -- References -- Appendices. ; This study intended to investigate how Chinese EFL learners’ reading motivation in L2 reading classrooms can be explained through the Dynamic Systems Theory (de Bot, 2008; Larsen-Freeman & Cameron, 2008). The study focused on exploring how different components of reading motivation interact with each other using a mixed method research (MMR) approach (QUAN-qual design). For the quantitative phase, a Reading Motivation Questionnaire (RMQ) and a reading comprehension test were administered to 59 freshmen Non-English major participants at Northeast Agricultural University in China. They filled out the RMQ and completed a former CET-4 reading comprehension test twice over a four-week time interval. For the qualitative phase, 10 participants were interviewed to elaborate on their reading motivation. The major findings were: (1) Chinese EFL learners were both intrinsically and extrinsically oriented to reading in English; (2) Nearly all the variables of RMQ were significantly and positively correlated with each other ranging from low to high over two RMQ administrations. Reading for grades motivation decreased significantly, which was attributable to reading outcomes and some contextual factors; (3) Reading motivation exerted no causal influence on reading outcomes but reading outcomes had a predictable influence on reading motivation. Theoretically, this study contributes to the dynamic nature and perspective of reading motivation. Practically, this study strengthens the teachers’ capability in pedagogical intervention and students’ understanding of their mental features to adjust different elements to enhance their language achievement. ; Mode of access: World wide web ; 1 online resource (vii, 134 pages) tables
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Keyword:
Chinese EFL learner; dynamic systems theory; English language -- Study and teaching -- Foreign speakers; Reading; reading motivation
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URL: http://hdl.handle.net/1959.14/1269326
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| 13 |
Learner identity in EFL: An analysis of digital texts of identity in higher education
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In: Digital Education Review; Number 33 June 2018 [Monographic] Learning Across Settings and Time in the Digital Age; 55-76 ; 2013-9144 (2018)
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| 14 |
Embodied EFL reading activity: Let’s produce comics
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Shiang, Ruei-Fang. - : University of Hawaii National Foreign Language Resource Center, 2018. : Center for Language & Technology, 2018
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| 15 |
Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 2, Pp 114-124 (2018) (2018)
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| 16 |
Dealing with Students’ Errors: Oral Corrective Feedback in the Italian EFL Classroom ...
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| 17 |
"Minimum Input, Maximum Output, Indeed!" Teaching Collocations Through Collocation Dictionary Skills Development
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In: Lexikos; Vol. 27 (2017) ; 2224-0039 (2017)
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| 18 |
Dealing with Students’ Errors : Oral Corrective Feedback in the Italian EFL Classroom
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| 19 |
PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 285-293 (2017) (2017)
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| 20 |
A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study
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