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Results 1 - 20 of 60  for All Library Resources

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1
The Place of English as an International Language in English Language Teaching, Teachers’ Reflections
The Place of English as an International Language in English Language Teaching, Teachers’ Reflections
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The Place of English as an International Language in English Language Teaching, Teachers’ Reflections

Journal of Asia TEFL, 2021, 18(2), , pp.739-741

Copyright Asia TEFL Summer 2021 ;ISSN: 1738-3102 ;EISSN: 2466-1511 ;DOI: 10.18823/asiatefl.2021.18.2.30.739

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2
Teacher Beliefs and Practices of Language Assessment in the Context of English as a Lingua Franca (ELF): Insights from a CPD Course
Teacher Beliefs and Practices of Language Assessment in the Context of English as a Lingua Franca (ELF): Insights from a CPD Course
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Teacher Beliefs and Practices of Language Assessment in the Context of English as a Lingua Franca (ELF): Insights from a CPD Course

Languages (Basel), 2023-03, Vol.8 (1), p.58 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2226-471X ;EISSN: 2226-471X ;DOI: 10.3390/languages8010058

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3
Teaching the Greek Language in Multicultural Classrooms Using English as a Lingua Franca: Teachers’ Perceptions, Attitudes, and Practices
Teaching the Greek Language in Multicultural Classrooms Using English as a Lingua Franca: Teachers’ Perceptions, Attitudes, and Practices
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Teaching the Greek Language in Multicultural Classrooms Using English as a Lingua Franca: Teachers’ Perceptions, Attitudes, and Practices

Societies (Basel, Switzerland), 2023-08, Vol.13 (8), p.180 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2075-4698 ;EISSN: 2075-4698 ;DOI: 10.3390/soc13080180

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4
Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards
Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards
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Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards

Asian-Pacific journal of second and foreign language education, 2023-02, Vol.8 (1), p.17-26, Article 17 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2363-5169 ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-023-00189-2

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5
A Transcultural Approach to EIL Teaching and its Impact on Learners’ National Identities
A Transcultural Approach to EIL Teaching and its Impact on Learners’ National Identities
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A Transcultural Approach to EIL Teaching and its Impact on Learners’ National Identities

Atlantis (Salamanca, Spain), 2019-12, Vol.41 (2), p.11-34 [Peer Reviewed Journal]

The Author(s) ;COPYRIGHT 2019 Spanish Association for Anglo-American Studies (AEDEAN) ;COPYRIGHT 2019 Spanish Association for Anglo-American Studies (AEDEAN) ;ISSN: 0210-6124 ;EISSN: 1989-6840 ;DOI: 10.28914/Atlantis-2019-41.2.01

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6
Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships
Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships
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Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships

PROFILE issues in teachers' professional development, 2022-01, Vol.24 (1), p.175-191 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v24n1.91112

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7
English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts
English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts
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English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Eurasian journal of applied linguistics (Online), 2019-01, Vol.5 (2), p.185-202 [Peer Reviewed Journal]

2019. This work is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2149-1135 ;EISSN: 2149-1135 ;DOI: 10.32601/ejal.599230

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8
Revising and Validating the Community of Inquiry Instrument for MOOCs and Other Global Online Courses
Revising and Validating the Community of Inquiry Instrument for MOOCs and Other Global Online Courses
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Revising and Validating the Community of Inquiry Instrument for MOOCs and Other Global Online Courses

International review of research in open and distance learning, 2022-09, Vol.23 (3), p.82-103

Copyright (c), 2022JeredBorup, Joan KangShin, MarvinPowell, Anya S.Evmenova, WoomeeKim ;2022. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1492-3831 ;EISSN: 1492-3831 ;DOI: 10.19173/irrodl.v23i2.6034

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9
From De-Anglicization to Internationalisation: Cultural Representations of the UK and the USA in Global, Adapted and Local ELT Textbooks in Argentina
From De-Anglicization to Internationalisation: Cultural Representations of the UK and the USA in Global, Adapted and Local ELT Textbooks in Argentina
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From De-Anglicization to Internationalisation: Cultural Representations of the UK and the USA in Global, Adapted and Local ELT Textbooks in Argentina

PROFILE issues in teachers' professional development, 2006-01, Vol.7 (1), p.59-75 [Peer Reviewed Journal]

Copyright Universidad Nacional de Colombia 2006 ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790

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10
Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English
Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English
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Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English

Education sciences, 2021, Vol.11 (5), p.235 [Peer Reviewed Journal]

2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11050235

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11
Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study
Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study
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Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study

BMC Psychology, 2023-10, Vol.11 (1), p.1-314, Article 314 [Peer Reviewed Journal]

COPYRIGHT 2023 BioMed Central Ltd. ;2023. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;BioMed Central Ltd., part of Springer Nature 2023 ;ISSN: 2050-7283 ;EISSN: 2050-7283 ;DOI: 10.1186/s40359-023-01365-2 ;PMID: 37803470

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12
An Investigation into English Language Instructors' and Students’ Intercultural Awareness
An Investigation into English Language Instructors' and Students’ Intercultural Awareness
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An Investigation into English Language Instructors' and Students’ Intercultural Awareness

Qualitative report, 2016-10, Vol.21 (10), p.1932 [Peer Reviewed Journal]

COPYRIGHT 2016 Nova Southeastern University, Inc. ;Copyright The Qualitative Report Oct 2016 ;ISSN: 1052-0147 ;EISSN: 2160-3715 ;DOI: 10.46743/2160-3715/2016.2575

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13
Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand
Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand
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Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand

Asian-Pacific journal of second and foreign language education, 2023-02, Vol.8 (1), p.4-25, Article 4 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2363-5169 ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-022-00174-1

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14
EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students
EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students
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Article 		Add to My Research

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

PROFILE issues in teachers' professional development, 2022-07, Vol.24 (2), p.47-62 [Peer Reviewed Journal]

2022. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v24n2.91744

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15
Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts
Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts
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Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts

PROFILE issues in teachers' professional development, 2022-01, Vol.24 (1), p.211-225 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v24n1.93434

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16
“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English
“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English
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“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English

Qualitative report, 2018-01, Vol.23 (1), p.129-145 [Peer Reviewed Journal]

COPYRIGHT 2018 Nova Southeastern University, Inc. ;Copyright The Qualitative Report Jan 2018 ;ISSN: 1052-0147 ;EISSN: 2160-3715 ;DOI: 10.46743/2160-3715/2018.3013

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17
An Exploratory Study on Chinese EFL Teachers’ Beliefs about Reading and Teaching Reading
An Exploratory Study on Chinese EFL Teachers’ Beliefs about Reading and Teaching Reading
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An Exploratory Study on Chinese EFL Teachers’ Beliefs about Reading and Teaching Reading

Journal of Asia TEFL, 2019, 16(2), , pp.576-590

Copyright Asia TEFL Summer 2019 ;ISSN: 1738-3102 ;EISSN: 2466-1511 ;DOI: 10.18823/asiatefl.2019.16.2.9.576

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18
Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy
Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy
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Chinese university EFL learners’ English for General Academic Purposes: relationships between target needs and self-efficacy

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.215-9, Article 215 [Peer Reviewed Journal]

The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2662-9992 ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-02735-w

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19
Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design
Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design
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Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design

Education sciences, 2021-01, Vol.11 (1), p.17 [Peer Reviewed Journal]

2021. This work is licensed under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11010017

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20
Trilingual and Multicultural Experiences Mitigating Students' Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers
Trilingual and Multicultural Experiences Mitigating Students' Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers
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Trilingual and Multicultural Experiences Mitigating Students' Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers

Behavioral sciences, 2023-07, Vol.13 (7), p.588 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 by the authors. 2023 ;ISSN: 2076-328X ;EISSN: 2076-328X ;DOI: 10.3390/bs13070588 ;PMID: 37504035

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