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    Wyświetlanie 1-6 z 6
    Tytuł:
    WEBSITE REVIEW OF UEFAP.COM
    Autorzy:
    Alexander, Chris
    Powiązania:
    https://bibliotekanauki.pl/articles/955936.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    website review
    EAP
    Opis:
    This paper provides a review of Andy Gillet’s UEfAP.com site (Using English for Academic Purposes — A Guide for Students in Higher Education). UEfAP.com is an immense repository of English for Academic Purposes (EAP) materials that undoubtedly represents years of dedicated work. It is a well-organised, wide-ranging, easy-to-navigate (well-signposted) and reliable site. Thus this manifestly ‘extensive’ review attempts to describe this ‘extensive’ and noteworthy Internet EAP resource. A key recommendation is that these materials, which may have been designed for self-access use, also be utilised in a modern language-lab teaching classroom.
    Źródło:
    Teaching English with Technology; 2008, 8, 2
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A call for reconciling EAP and CALL
    Autorzy:
    Dashtestani, Reza
    Krajka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/2096314.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CALL
    EAP
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 1-5
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Online English for academic purposes instruction in the context of Iran: exploring the instructor element
    Autorzy:
    Dashtestani, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/2096319.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    attitudes
    challenges
    digital literacy
    EAP
    EAP instructors
    online instruction
    Opis:
    Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 23-37
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY
    Autorzy:
    Priyatno, Ardi
    Powiązania:
    https://bibliotekanauki.pl/articles/955868.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    autonomy in language learning
    Schoology
    mobile learning
    EAP
    Opis:
    The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.
    Źródło:
    Teaching English with Technology; 2017, 17, 2; 55-76
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EXAMINING THE USE OF WEB-BASED TESTS FOR TESTING ACADEMIC VOCABULARY IN EAP INSTRUCTION
    Autorzy:
    Dashtestani, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/955943.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Web-based testing
    attitudes
    EAP
    academic vocabulary
    assessment
    Opis:
    Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n=120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four groups were homogeneous regarding their English proficiency. Four course-specific web-based tests of academic vocabulary were administered to each group with regard to their specific disciplines. Questionnaires were employed to explore the EAP students’ perceptions and self-efficacy concerning web-based language testing. Also, the perceptions of the four groups of undergraduates were compared in order to identify the differences among their attitudes. The findings would have implications for renewing assessment approaches and methods used in EAP instruction.
    Źródło:
    Teaching English with Technology; 2015, 15, 1; 48-61
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EAP AND ACADEMIC DISCOURSE: MEDIATING ELABORATED CODE IN A CLIL TYPE TEACHER EDUCATION
    Autorzy:
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/1036858.pdf
    Data publikacji:
    2020-02-17
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    EAP
    ESP
    academic language
    CLIL
    ecological approach
    languaging
    teacher education
    język akademicki
    podejście ekologiczne
    edukacja nauczycieli
    język specjalistyczny
    Opis:
    The aim of this paper is to relate the concept of ESP to the idea of Content and Language Integrated Learning (CLIL) to work out a platform for the conceptualization of academic language as a context-reduced means of communication (Bernstein, 1971; 1999). Subsequently, the concept of talk-types (Moate, 2011) will be presented as a way of counteracting language de-contextualization and engendering restructuring of knowledge and the language itself. Theoretical considerations will be supported with the presentation of research on classroom interaction. It is aimed at highlighting how expert language is mediated in content learning with types of classroom talk and how the process of languaging (Swain, 2006a) facilitates both “taming” (Lankiewicz, 2013b) of the elaborated code and acquisition of expert knowledge.
    Źródło:
    Neofilolog; 2013, 41/2; 169-185
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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