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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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| 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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| 16 |
COVID-19 Pandemic’s Impact on English Teaching
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Abstract:
Premio extraordinario de Trabajo Fin de Máster curso 2020/2021. Máster en Estudios Ingleses Avanzados (Lingüística Cognitiva/Literatura) y Educación Bilingüe ; The objective of this exploratory mixed-methods study is to analyse the perspective of Spanish Primary Education teachers of English working in Cordoba (Spain) on teaching English as a Foreign Language (EFL) both during and after the lockdown that took place in 2020 due to the COVID-19 pandemic. Semi-structured interviews were conducted with Primary Education EFL teachers who were working during and after the lockdown with the objective of identifying similarities and contrasts between how English was taught before, during and after the pandemic. Following the Grounded Theory (Glaser & Strauss, 1967), the participants’ responses (n = 11) were analysed and classified into general categories and subcategories in order to explore their views on aspects such as methodologies, materials, assessment tools and criteria, organisation with other teachers, relationships with families and the comeback to regular classes. The results show that all participants used the same kind of materials (e.g., LiveWorksheet, Google Classroom, WhatsApp), the majority of them did not carry out online meetings nor did they give a lot of weight to the results of the last term, and they all agreed that online teaching was a lot more work and less enjoyable from both sides: teachers’ and students’.
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Keyword:
COVID-19; Emergency Remote Language Teaching; Mixed-Methods Study; Teachers’ Perceptions; Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10396/22597
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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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