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581. Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs, System 39(3), 370-380. DOI: 10.1016/j.system.2011.07.009
Location:
United Kingdom
Type of subjects/data: teachers
No. of subjects/data: 6
Instruments: Questionnaire, Interview, Written feedback, Essay
Method of analysis: Cyclical analysis
Summative analysis
Other aspects:
Research design:
Longitudinal research
Level of detail: High

Keywords:
Teachers’ beliefs; Language teacher education; In-service; Delta


582. Woods, D. and Çakır, H. (2001). Two dimensions of teacher knowledge: The case of communicative language teaching, System 39(3). 381-390. DOI: 10.1016/j.system.2011.07.010
Location:
Turkey
Type of subjects/data: teachers
No. of subjects/data: 6
Instruments: Task/ activity, Interview, Questionnaire
Method of analysis: - thematic analysis
- the responses from the questionnaire were categorized into themes
Other aspects:
Research design:
Qualitative research
Level of detail: Medium

Keywords:
Teacher knowledge; Communicative language teaching; Theoretical knowledge; Practical knowledge; Teacher beliefs; Teacher cognition; EFL; Teacher education


583. Pan, L. and Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs, System 39(3), 391-402. DOI: 10.1016/j.system.2011.07.011
Location:
China
Type of subjects/data: students, English teaching professionals
No. of subjects/data: 637, 53
Instruments: Questionnaire, Interview
Method of analysis: thematic analysis
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
English; Global language; English teaching and learning; CET examinations (the College English Test); China


584. Wan, W., Low, G.D. and Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles, System 39(3), 403-415. DOI: 10.1016/j.system.2011.07.012
Location:
China
Type of subjects/data: teachers, students
No. of subjects/data: 33, 70
Instruments: Task/ activity, Interview, Questionnaire
Method of analysis: - linguistic metaphors were coded
- the topic, the vehicle, and the ground were identified
- conceptual categories were generated
Other aspects:
Research design:
Level of detail: Medium

Keywords:
Belief mismatches; Teachers’ roles; Metaphor analysis; Change in teaching practices


585. Ziętek, A.A. and Roehr, K. (2011). Metalinguistic knowledge and cognitive style in Polish classroom learners of English, System 39(4), 417-426. DOI: 10.1016/j.system.2011.05.005
Location:
Poland
Type of subjects/data: students
No. of subjects/data: 20
Instruments: Test
Method of analysis: the relationship between level of metalinguistic knowledge and analytic cognitive style was studied
- descriptive statistics
- paired-samples t-test
- Spearman's rho
Other aspects:
Research design:
Exploratory research
Level of detail: High

Keywords:
Cognitive style; Explicit learning; Metalinguistic knowledge; Second language learning; Second language teaching


586. Mercer, S. (2011). Understanding learner agency as a complex dynamic system, System 39(4), 427-436. DOI: 10.1016/j.system.2011.08.001
Location:
Austria
Type of subjects/data: student
No. of subjects/data: 1
Instruments: Interview
Method of analysis: Grounded Theory Approach (with Atlas.ti)
Other aspects:
Research design:
Level of detail: Medium

Keywords:
Complexity theory; Dynamic; Agency; Motivation; Psychology


587. Ho, M.-C. (2011). Academic discourse socialization through small-group discussions, System 39(4), 437-450. DOI: 10.1016/j.system.2011.10.015
Location:
United States
Type of subjects/data: students
No. of subjects/data: 10
Instruments: Discussion, Audio-recordings
Method of analysis: - audio-recordings of discussions were transcribed
- the features of student interaction were identified to uncover the nature of academic discourse socialization within small groups
Other aspects: Atkinson and Heritage's (1984) transcription convention
Research design:
Exploratory research
Level of detail: Low

Keywords:
Oral academic discourse; Small-group discussion; Language socialization; TESOL


588. Mori, R. (2011). Teacher cognition in corrective feedback in Japan, System 39(4), 451-467. DOI: 10.1016/j.system.2011.10.014
Location:
Japan
Type of subjects/data: teachers
No. of subjects/data: 2
Instruments: Observation, Interview, Document, Text/ text book
Method of analysis: interview data and field notes were reviewed and thematized
Other aspects:
Research design:
Qualitative research
Level of detail: Medium

Keywords:
Corrective feedback; Teacher cognition; Belief; Knowledge


589. Farrell, T.S.C. (2013). Reflecting on ESL teacher expertise: A case study, System 41(4), 1070-1082. DOI: 10.1016/j.system.2013.10.014
Location:
Canada
Type of subjects/data: experienced ESL teachers
No. of subjects/data: 3
Instruments: Interview
Method of analysis: Grounded approach coding with a priori codes from Tsui (2003)
Other aspects: results presented five main characteristics of teacher expertise emerged
Research design:
Qualitative research
Level of detail: Medium

Keywords:
Teacher expertise; Reflection; Professional development


590. Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective, System 39(4), 468-479. DOI: 10.1016/j.system.2011.10.016
Location:
New Zealand
Type of subjects/data: students
No. of subjects/data: 18
Instruments: Observation, Stimulated recall, Journal/diary
Method of analysis: observations:
- sums of students' turns in class activity were calculated
- WTC behaviour was coded
- tokens of WTC behaviour were calculated
interviews and journals:
- content analysis
Other aspects: classroom observation scheme - WTC behaviour categories
Research design:
Case study
Level of detail: Medium

Keywords:
Situational willingness to communicate; Ecological perspective; Joint effects; Interdependence; Classroom context


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