Zobrazeno 1 - 10
of 77
pro vyhledávání: '"english as a foreign language"'
Autor:
Sibel Tatar
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 2, Pp 27-41 (2024)
This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers’ cognitio
Externí odkaz:
https://doaj.org/article/60712437155141a193c18085d3325d34
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 81-96 (2024)
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnair
Externí odkaz:
https://doaj.org/article/ccdd7936c05241a284cc550e914ab319
Autor:
Ana E. Sancho-Ortiz
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 133-147 (2024)
Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called “X”) for science dissemination
Externí odkaz:
https://doaj.org/article/2486e51ec9b2407cb85101820fa8c001
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 25, Iss 2, Pp 29-47 (2023)
This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers’ lesson plans and
Externí odkaz:
https://doaj.org/article/e4c649be90c74001b502086f5ab5a01a
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 25, Iss 2, Pp 95-110 (2023)
Drawing upon Bourdieu’s concept of capital, this article examines the enactment of the Programa Nacional de Bilingüismo (National Bilingual Program), a policy that aims to provide Colombian students equal opportunities to learn English. In this ex
Externí odkaz:
https://doaj.org/article/12b9113fce7449acb3eb3d0241fca3f0
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 25, Iss 1, Pp 65-82 (2023)
This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured interviews w
Externí odkaz:
https://doaj.org/article/a1ee915c550340e4ab584630fc97af90
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 25, Iss 1, Pp 193-210 (2023)
This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a que
Externí odkaz:
https://doaj.org/article/a86ec94183e34bccbd5a53651a2c84bd
Autor:
I Putu Indra Kusuma
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 24, Iss 2, Pp 149-165 (2022)
This study aimed at investigating the EFL preservice teachers’ technology integration in managing and teaching speaking skills online during emergency remote teaching in Indonesia. This study employed a single case study approach by implementing an
Externí odkaz:
https://doaj.org/article/5153a45d025a4783ab017b48356d9132
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 24, Iss 2, Pp 247-264 (2022)
This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered aro
Externí odkaz:
https://doaj.org/article/adf2aa519f1648998b3e94153c61a877
Autor:
Claudia Patricia Gutiérrez
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 24, Iss 2, Pp 265-279 (2022)
Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, dur
Externí odkaz:
https://doaj.org/article/cc3fc1df02054d48b1f94c33fd188538