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The Transformation of Identity of Secondary School Teachers: Professional Development and English Language Education Strategies in "Hong Kong" during the COVID-19 Pandemic
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Lo, Noble Po Kan; To, Bryan Ka Ho – Cogent Education, 2023
The disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-COVID-19…
Descriptors: Professional Identity, Secondary School Teachers, Teacher Attitudes, Foreign Countries
Modeling Dichotomous Technology Use among University EFL Teachers in China: The Roles of TPACK, Affective and Evaluative Attitudes towards Technology
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Zhang, Meng; Chen, Sitong – Cogent Education, 2022
Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are not using technologies at the optimal level of expectation. To address the problem of ineffective technology use, this study purports to delineate the interactions among three teacher internal variables (i.e., Technological…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Technological Literacy
A Case Study of EFL Teachers' Practice of Teaching Speaking Skills vis-à-vis the Principles of Communicative Language Teaching (CLT)
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Adem, Habtamu; Berkessa, Mendida – Cogent Education, 2022
Though revising the existing syllabus is part of the Ethiopian education system, the study of the implementations of the notions of the syllabus attracts a few researchers' interests. Therefore, this study investigates teachers' practices of teaching speaking and compares them with the principles of Communicative Language Teaching (CLT), the…
Descriptors: Case Studies, English (Second Language), Second Language Learning, Second Language Instruction
Validating the Normalization of Vocabulary Systems in a University EFL Program
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Mack, Lindsay; Sevigny, Paul; Larking, Malcolm; Stilp, Lance – Cogent Education, 2021
The integration and normalization of multiple CALL systems with more traditional face-to-face learning, or blended learning, is an emerging trend of research. Evaluators are urged to investigate the processes involved in normalization of language learning tools in the classroom. Grounded in blended learning evaluation, this paper adopts an…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Iranian EFL Teachers' Receptive and Productive Metalinguistic Knowledge: Does Teaching Context Matter?
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Pourmohammadi, Azam; Sadighi, Firooz; Riasati, Mohammad Javad – Cogent Education, 2021
The purpose of this study was twofold. Firstly, it explored Iranian EFL (English as a foreign language) teachers' receptive and productive metalinguistic knowledge as a function of educational contexts including language institutes and high schools. Secondly, the study delved into EFL teachers' perceptions of metalinguistic knowledge development…
Descriptors: Metalinguistics, Pedagogical Content Knowledge, Language Teachers, Second Language Learning
Impact of CALL In-House Professional Development Training on Teachers' Pedagogy: An Evaluative Study
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Sulaimani, Amjjad Osama; Sarhandi, Pir Suhail Ahmed; Buledi, Majid Hussain – Cogent Education, 2017
This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action) model on female teachers' pedagogy at a Saudi Arabian university. Data were collected using survey questionnaires to gather participants'…
Descriptors: Faculty Development, Foreign Countries, Teaching Methods, Computer Assisted Instruction