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Bauer-Ramazani, Christine; Graney, John M.; Marshall, Helaine W.; Sabieh, Christine – TESOL Journal, 2016
As the use of flipped learning spreads throughout educational disciplines, TESOL educators need to consider its potential for our field. This article, based on a computer-aided language learning (CALL) interest session at TESOL 2015, first looks at how best to describe and define flipped learning and examines the factors needed to make it…
Descriptors: Teaching Methods, Definitions, Curriculum Implementation, Educational Practices
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Schulte, Ann; Klipfel, Lyndsay Halpin – Educational Forum, 2016
In an effort to better understand how participating in teacher research as a student teacher compares to conducting it as a practicing teacher, a teacher educator and her former teacher education student engaged in a collaborative dialogue. They focus their reflections in this article on the impact of external forces on the process of teacher…
Descriptors: Influences, Preservice Teachers, Preservice Teacher Education, Teacher Researchers
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McLean, Stuart – Reading in a Foreign Language, 2016
Stuart McLean refers in this commentary to Jeffrey Huffman's article "Reading Rate Gains during a One-Semester Extensive Reading Course" (v26 n2 p17-33 Oct 2014) [See: EJ1044344], in which Huffman reports that extensive reading (ER) was an effective way to provide large amounts of comprehensible input to foreign language learners, but…
Descriptors: Inferences, Evidence, Reading Strategies, Reading Achievement
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Stephens, Meredith – Reading in a Foreign Language, 2016
In this response to Sakurai, Meredith Stephens agrees that Sakurai (2015) raises an important issue of which native English speaking teachers may be unaware; Japanese learners of English typically translate into Japanese while reading English. Sakurai explained, "It is speculated that Japanese students naturally translate English into…
Descriptors: Translation, Reader Response, Reading Rate, Reading Fluency
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Serrano, Raquel; Stengers, Helene; Housen, Alex – Language Teaching Research, 2015
This paper aims to analyse the role of time concentration of instructional hours on the acquisition of formulaic sequences in English as a foreign language (EFL). Two programme types that offer the same amount of hours of instruction are considered: intensive (110 hours/1 month) and regular (110 hours/7 months). The EFL learners under study are…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure
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Serrano, M. Elisabeth; Vizcaíno, Cristina G.; Cazco, Daniel; Kuhlman, Natalie A. – GIST Education and Learning Research Journal, 2015
As English has become the language of business, the economy and social media around the world, it is more and more necessary to start teaching English in schools. Countries such as Ecuador have seen the immediate need to review how they prepare teachers of English to meet this new demand. This article shares a reflection on the process of moving…
Descriptors: Models, Educational Change, Teacher Education, Language Teachers
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Ross, Heidi; Chen, Yajing – Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 2015
Vincent Tinto's theory of academic and social integration provides a framework for investigating perceived problems associated with Chinese international students' engagement at a public research-intensive university in the U.S. Midwest ("Midwest" University). These "problems"--classroom silence, segregation and…
Descriptors: Social Integration, Asians, Foreign Students, Sociocultural Patterns
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Mastropieri, Margo A.; Scruggs, Thomas E. – Behavioral Disorders, 2014
In the past decade, the amount of instructional research on writing for students with emotional and behavioral disorders (EBD) has increased dramatically. Researchers find that students with EBD greatly improve their writing skills when they are systematically taught to write using metacognitive strategies with embedded self-regulation strategies.…
Descriptors: Writing Improvement, Intensive Language Courses, Behavior Disorders, Emotional Problems
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Elshoff, Joost – Research-publishing.net, 2014
In this paper, I will report on the progress made in designing a curriculum for intensive language training, in which one-on-one instruction is combined with online exercises and drills to achieve an optimal blend of expertise and technology enhanced language learning. The Common European Framework of Reference (CEFR) has become a crucial tool for…
Descriptors: Curriculum Development, Curriculum Design, Intensive Language Courses, Task Analysis
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Magnusson, Julina A.; Graham, C. Ray – Applied Language Learning, 2011
This study examines the effects of explicit instruction and exposure only on ESL students' ability to recognize, use and recall phrasal verbs. Subjects included 55 intermediate-level ESL students in reading classes at an intensive English program. Thirty-seven idiomatic phrasal verbs were divided into two lists. In a repeated measures design, one…
Descriptors: Direct Instruction, Second Language Learning, Second Language Instruction, Phrase Structure
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Reinhardt, Jonathon; Zander, Victoria – CALICO Journal, 2011
This ongoing project seeks to investigate the impact, inside and outside of class, of instruction focused on developing learner awareness of social-networking site (SNS) use in an American Intensive English Program (IEP). With language socialization as an interpretative framework (Duff, in press; Ochs, 1988; Watson-Gegeo, 2004), the project uses a…
Descriptors: Intensive Language Courses, Second Language Learning, Second Language Instruction, Social Networks
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Szasz, Patricia – CATESOL Journal, 2010
This article focuses on the current state of the ESL profession for teachers in Intensive English Programs (IEPs). Because the IEP context may be unfamiliar to some readers, the author first gives an overview of the characteristics and goals of these types of programs. Second, an examination of how administrators and programs are striving to…
Descriptors: English (Second Language), Second Language Learning, Intensive Language Courses, Language Teachers
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Dikli, Semire – CALICO Journal, 2010
The purpose of this study is to explore the nature of feedback that English as a Second Language (ESL) students received on their writings either from an automated essay scoring (AES) system or from the teacher. The participants were 12 adult ESL students who were attending an intensive English center at a university in Florida. The drafts of the…
Descriptors: Feedback (Response), Scoring, English (Second Language), Second Language Learning
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Chun, Christian W. – Journal of English for Academic Purposes, 2009
This article explores ways in which a university Intensive English Program (IEP) featuring English for Academic Purposes (EAP) at a U.S. university functions as an institutionalized discursive space of neoliberalism. By examining discourses that one program adopts in promoting itself online, and in the curriculum material used in IEP/EAP classes,…
Descriptors: Textbooks, Ideology, Cultural Differences, Instructional Materials
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Netten, Joan; Germain, Claude – Canadian Modern Language Review, 2009
This article examines the oral proficiency in French of students in core French, intensive French (IF), and post-IF to determine the effectiveness of these programs. Between 2003 and 2009, students in nine jurisdictions were assessed using the New Brunswick Middle School Scale (MSS). Students were tested prior to beginning IF (multiple grade…
Descriptors: Foreign Countries, Grade 4, Grade 5, Grade 6
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