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Use of Student-Produced Videos to Develop Oral Skills in EFL Classrooms

report, 36: 153-160 Katchen, Johanna E. (1991). Video cameras in EFL classrooms: Utilizing the new technology. Viewpoints, Speeches and Conference Papers . Conference on Explorations and Innovations in English Teaching Methodology. Chulalongkorn University Language Institute International (2nd, Bangkok, Thailand, December 2-4, 1991). Kinzer, Harold J. (1985). Video feedback in the classroom: Possible consequences for the communication apprehensive. Western speech communication association convention Fresno. February 17,1985 Lide F.; Lide, B. (1986

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A Blended Learning Approach to Academic Writing and Presentation Skills

specific purposes (pp. 385–401). Malden, MA: John Wiley & Sons Inc. Conole, G., de Laat, M., Dillon, T. & Darby, J. (2008). Disruptive technologies, pedagogical innovation: What’s new findings from an in-depth study of students’ use and perception of technology. Computers & Education 50 (2), 511–524. Dziuban, C., Hartman, J., Juge, F., Moskal, P. & Sorg, S. (2006). Blended learning enters the mainstream. In C. J. Bonk & C. R. Graham (Eds.) The handbook of blended learning: Global perspective, local designs (pp. 195–208). San Francisco, CA: Pfeiffer

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Teaching materials for ESL distance learning

26(1): 127–140. Swain, Merrill (1995). Three functions of output in second language learning. Cook Guy, Barbara Seidlhofer, eds. Principles and Practice in the Study of Language. Oxford: Oxford University Press, 125–144. Westbrook, Vivienne (2006). The virtual learning future. Teaching in Higher Education 11(4): 471-482. White, Cynthia (2003). Language Learning in Distance Education . Cambridge: Cambridge University Press. White, Cynthia (2007). Innovation and identity in distance language learning and teaching. Innovation in Language

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in ExELL
English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

, Jinyun Ke, Diane Larsen-Freeman, Tom Schoenemann (2009). Language is a complex adaptive system. Language Learning 59(S1): 1–26. Bernat, Eva (2007). Bridging the gap: Teachers’ and learners’ diversity of beliefs in SLA. Paper presented at the 20th English Australia Education Conference Diversity: A Catalyst for Innovation . Sydney, September 14–16, 2007. Borg, Simon (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching 36.2: 81–109. Brooks, Frank B., Richard

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in ExELL
Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico

Abstract

This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.

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Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes

. Lectura y escritura en las áreas del currículo , 2018, Pirámide). Vygotsky, Lev. Thought and Language . MIT Press, 1962. Whittaker, Rachel. “Reading to Learn in CLIL Subjects: Working with Content-Language.” CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, vol. 1, no. 1, 2018, pp. 17-25. Whittaker, Rachel, and Isabel García Parejo. “Teacher Learning for European Literacy Education (TeL4ELE): Genre-Based Pedagogy in Five European Countries.” European Journal of Applied Linguistics , vol. 6, no. 1, 2018, pp. 31

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Assessing Speaking Proficiency: A Challenge for the Portuguese EFL Teacher

Merrill Swain. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.” Applied Linguistics (1980): 1-47. Carless, David. “Learning-Oriented Assessment: Conceptual Bases and Practical Implications.” Innovations in Education and Teaching International 44.1 (2007): 57-66. Carless, David. “Learning-Oriented Assessment: Principles, Practice and a Project.” Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research . Eds. Meyer, Luanna et al. Wellington, New Zealand: Ako Aotearoa, 2009. 79

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Ten Fundamentals for Novice CLIL Teachers

, Cultura y Deporte, 2017, pp. 235-48. Bloom, Benjamin, et al., editors Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain , David McKay Co Inc., 1956. Bobadilla-Pérez, María, and Pilar Couto-Cantero. “Teaching CLIL in a Post-Graduate Programme: Survey Conclusions on Teacher’s Training Needs.” New Trends in Foreign Language Teaching: Methods, Evaluation, Innovation , edited by António Lopes and Raúl Ruiz Cecilia, Cambridge Scholars Publishing, 2018, pp. 6-19. Cenoz, Jasone, et al. “Critical Analysis of CLIL: Taking Stock and Looking

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Foreign Language Education in Portuguese Higher Education Institutions: The State of Play

Works Cited Alarcão, Isabel. “Desafios Actuais ao Desenvolvimento da Didáctica de Línguas em Portugal.” Ensinar e Aprender Línguas e Culturas Estrangeiras Hoje. Que Perspectiva? , edited by Rosa Bizarro, Areal Editores, 2008, pp. 10-14. Baptista, Ana Vitória, et al. “A Portuguese Perspective of the Bologna Process: Dialoguing Past, Present and Future.” Proceedings of the ICERI 2008 Conference (International Conference of Education, Research and Innovation), Madrid, 2008, www.academia.edu.documents/32164856/_841_A

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in e-TEALS