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An overview of Teletandem mediation courses for teacher education
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 37 n. 1 (2021) ; 1678-460X ; 0102-4450 (2022)
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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An overview of Teletandem mediation courses for teacher education
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 37, Iss 1 (2021) (2021)
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From blended to e-learning : Evaluating our teaching strategies ; De l’enseignement hybride à l’enseignement à distance : l’évaluation de nos stratégies pédagogiques
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In: ISSN: 2108-6354 ; EISSN: 2108-6354 ; ASp - La revue du GERAS ; https://hal.archives-ouvertes.fr/hal-03100301 ; ASp - La revue du GERAS, revue.org (en ligne) / Bordeaux : GERAS (imprimé), 2020, 78, pp.47-64. ⟨10.4000/asp.6611⟩ (2020)
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| 5 |
Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations
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In: Lexikos; Vol. 30 (2020) ; 2224-0039 (2020)
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An Exploration of the Quality of Business English Teaching in Algerian Higher Education: Case of Master1 Economics Students at Tlemcen University
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In: ALTRALANG Journal; Vol 2 No 02 (2020): ALTRALANG Journal Volume: 02 Issue: 02 / December 2020; 160-179 ; 2710-8619 ; 2710-7922 (2020)
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Restructuring a Beginner Language Program: A Quantitative Analysis of Face-to-Face Versus Flipped-Blended Spanish Instruction
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In: Faculty Publications (2020)
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| 8 |
Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 526-535 (2020) (2020)
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Needs Analysis in Course Design: Converging Learners’, Instructors’ and Developers’ Voices
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 145-162 (2020)
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Abstract:
Needs analysis (NA), which is considered central to English for Academic Purposes course development, normally precedes course design. It includes the identification of potential students’ motivation, needs and lacks. However, this approach has such drawbacks as present-moment orientation and distortion of results due to learners’ misconceptions and set beliefs. This paper demonstrates that needs analysis can be extended to the materials evaluation stage and account for the needs identified by language learners, course developers and language teachers, thus mitigating possible distortions. The methods implemented in the needs analysis in focus involved surveys and questionnaires administered to potential learners at different stages of course design, questionnaires for teachers, and the authors’ understanding of the learners’ characteristics and the environment they function in. It is illustrated how the triangulation of NA sources assisted in developing new and improving existing materials in the international “English for Academics” project. Needs analysis is process-oriented and multidimensional when it penetrates the course design process, actively engaging all the parties such as course developers, potential learners and instructors. It allows course designers to introduce improvements on different levels and to meet the needs of all the participants. ; El análisis de necesidades (AN), que se considera fundamental para el desarrollo del curso Inglés para fines académicos, normalmente precede al diseño del curso. AN incluye la identificación de potenciales motivaciones, necesidades y carencias de los estudiantes. Sin embargo, este enfoque tiene inconvenientes como la orientación en el momento presente y la distorsión de los resultados debido a los conceptos erróneos de los alumnos y las creencias establecidas. Este documento demuestra que el análisis de necesidades puede extenderse a la etapa de evaluación de materiales y tener en cuenta las necesidades identificadas por los estudiantes de idiomas, desarrolladores de cursos y profesores de idiomas, lo que mitiga las posibles distorsiones. Los métodos implementados en el análisis de necesidades en particular incluyeron encuestas y cuestionarios administrados a aprendices potenciales en diferentes etapas del diseño del curso, cuestionarios para maestros y la comprensión de los autores de las características de los alumnos y el entorno en el que funcionan. La triangulación de las fuentes de NA ayudó en el desarrollo de nuevos y mejores materiales existentes en el proyecto internacional “English for Academics”. El análisis de necesidades está orientado a los procesos y es multidimensional cuando penetra en el proceso de diseño del curso, involucrando activamente a todas las partes, como los desarrolladores de cursos, los posibles alumnos y los instructores. Permite a los diseñadores de cursos introducir mejoras en diferentes niveles y satisfacer las necesidades de todos los participantes.
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Keyword:
análisis de necesidades; course design; diseño de cursos; evaluación de materiales; materials evaluation; needs analysis; orientación al estudiante; student-centeredness; triangulación; triangulation
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7588128
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| 10 |
Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations
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In: Lexikos, Vol 30, Pp 293-320 (2020) (2020)
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English for Diplomacy; Designing a Course for Spokesmen of Ministries in Regional Government/Iraqi Kurdistan
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In: Studies in Literature and Language; Vol 20, No 3 (2020): Studies in Literature and Language; 45-51 ; 1923-1563 ; 1923-1555 (2020)
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| 12 |
Fostering and evaluating learner engagement with academic literacy support: Making the most of Moodle
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In: Journal of University Teaching & Learning Practice (2019)
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| 13 |
Theoretical and practical considerations in the design of an intercultural communication course
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| 14 |
Corporate ESP Training: Challenges and Recommendations
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In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 7, Iss 2, Pp 1-6 (2019) (2019)
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Talk Matters: Graduate Students’ Perceptions of Online Learner-Learner Interaction Design and Experiences
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In: Graduate Theses and Dissertations (2018)
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Browsing needs: grammar instruction analysis in an online English course ; Navegar é preciso: análise da instrução gramatical em um curso de inglês online
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In: Revista Horizontes de Linguistica Aplicada; v. 17 n. 2 (2018) ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v17i2 (2018)
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Longitudinal study of pre-service teachers' development of TPACK in a required educational technology course
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In: Graduate Theses and Dissertations (2017)
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How much stress is enough for students when re-designing the curriculum and courses?
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In: The Western Conference on Science Education (2017)
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¿Hablamos de lo mismo? Estudio contrastivo de programas de lenguas para fines específicos en dos universidades de Estados Unidos y España
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In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 23, Nº 1, 2017, pags. 63-82 (2017)
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| 20 |
English for Placement Purposes: Developing a Needs Based Course for Meeting the Employment Demands of IT Industries
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 1, Pp 49-66 (2017) (2017)
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