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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses Fenton-Smith, Ben; Humphreys, Pamela; Walkinshaw, Ian. - : Elsevier, 2018 BASE Show details 2 Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs Fenton-Smith, Ben; Stillwell, Christopher; Dupuy, Roger. - : Springer, 2017 BASE Show details 3 EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction Walkinshaw, Ian; Fenton-Smith, Ben; Humphreys, Pamela. - : Springer, 2017 BASE Show details 4 EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students Fenton-Smith, Ben. - : Cambridge Scholars Publishing, 2017 BASE Show details 5 Actors and agency in academic language policy and planning Gurney, Laura; Fenton-Smith, Ben. - : Taylor & Francis, 2016 BASE Show details 6 Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model Fenton-Smith, Ben; Humphreys, Pamela. - : Routledge, 2016 BASE Show details 7 Actors and agency in academic language policy and planning Gurney, Laura; Fenton-Smith, Ben. - : Routledge, 2016 BASE Show details 8 Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice Fenton-Smith, Ben; Humphreys, Pamela; Walkinshaw, Ian. - : Routledge, 2015 BASE Show details 9 Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials Fenton-Smith, Ben; Humphreys, Pamela. - : Pergamon Press, 2015 BASE Show details 10 The place of Benesch's critical English for academic purposes in the current practice of academic language and learning Fenton-Smith, Ben. - : Association for Academic Language and Learning, 2014 BASE Show details 11 Mandatory trialling of support services by international students: What they choose and how they reflect Fenton-Smith, Ben; Michael, Rowan. - : Routledge, 2013 BASE Show details 12 The application of discourse analysis to materials design for language teaching Fenton-Smith, Ben. - : Bloomsbury, 2013 BASE Show details 13 Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university Fenton-Smith, Ben; Torpey, Michael John. - : Sage Publications, 2013 BASE Show details 14 A scoping study of academic language and learning in the health sciences at Australian universities Fenton-Smith, Ben; Frohman, Rena. - : Association for Academic Language and Learning, 2013 BASE Show details 15 Tracking international students’ English proficiency over the first semester of undergraduate study Humphreys, Pamela; Haugh, Michael; Fenton-Smith, Ben. - : IDP: IELTS Australia, 2012 BASE Show details 16 Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy Fenton-Smith, Ben. - : Association for Academic Language and Learning, 2012 BASE Show details 17 Reading discussion groups for teachers: connecting theory to practice Fenton-Smith, Ben; Stillwell, Christopher In: ELT journal. - Oxford : Oxford University Press 65 (2011) 3, 251 OLC Linguistik Show details 18 Reading discussion groups for teachers: connecting theory to practice Fenton-Smith, Ben; Stillwell, Christopher. - : Oxford University Press, 2011 Abstract: This article explores how teachers can engage with ideas (research findings, theory, and professional knowledge) through participation in a reading discussion group. Focusing on one group formed by English language teachers at a Japanese university, the study employs survey data, attendance statistics, and observational notes regarding the group's meetings over one school term to investigate the relative merits of six discussion formats, varied according to the type of text discussed (conference presentation slide handout, opinion piece, plenary address video, book chapter, book review, and transcribed interview) and, in one case, the participant make-up (an author was invited to discuss his own work). The paper also identifies group management practices that are most effective for facilitating participation. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text Keyword: ESL and TESOL Curriculum and Pedagogy (excl. Maori); LOTE URL: http://hdl.handle.net/10072/41832 https://doi.org/10.1093/elt/ccq058 BASE Hide details 19 A debate on the desired effects of output activities for extensive reading Fenton-Smith, Ben. - : Continuum International Publishing Group, 2010 BASE Show details 20 Discourse structure and political performance in adversarial parliamentary questioning Fenton-Smith, Ben In: Journal of language and politics. - Amsterdam [u.a.] : Benjamins 7 (2008) 1, 97-118 BLLDB OLC Linguistik Show details Page: 1 2

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