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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 |
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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In: Research outputs 2014 to 2021 (2022)
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| 3 |
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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| 4 |
Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
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In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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| 5 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Abstract:
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teachers’ conceptualization of multilingualism and their cognitions about laying the foundations for LLLL, using pluralistic approaches, and the importance of cross-linguistic awareness. The following data collection instruments were employed: (a) a survey with open- and closed-ended questions and (b) a short Likert scale survey with items based on the Framework of References for Pluralistic Approaches to Languages and Culture (FREPA). We found that the participants’ conceptualization of multilingualism reflected key dimensions in the field. The great majority of them had a positive view of the contribution that elementary school EFL teaching can make to multilingualism. The overwhelming majority were also positive about laying the foundations for LLLL and agreed that cross-linguistic awareness is important for pupils. However, almost one-third of the pre-service teachers were skeptical about pluralistic approaches to teaching.
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Keyword:
cross-linguistic awareness; English as a Foreign Language; multi-/plurilingual education; multi-/plurilingualism; pluralistic approaches; pre-service teachers; teacher cognition
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URL: https://doi.org/10.3390/languages7020109
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| 6 |
Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
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In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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| 7 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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| 8 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 9 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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| 11 |
Towards the new construct of academic English in the digital age
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| 12 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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| 13 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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| 14 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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| 15 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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| 17 |
Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
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Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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| 18 |
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
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| 19 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
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| 20 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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