scholarly journals Review of Beliefs, agency and identity in language learning and teaching; Authors: Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria Ruohotie-Lyhty; Publisher: New York: Palgrave Macmillan, 2016; ISBN: 9781137425942; Pages: 237

2016 ◽  
Vol 6 (2) ◽  
pp. 355-358
Author(s):  
Dorota Werbińska
Keyword(s):  
New York ◽  
Language Learning ◽  
Learning And Teaching ◽  
Agency And Identity

Book Review

scholarly journals Book review "Task-Based Language Learning and Teaching with Technology"

2011 ◽  
Vol 18 ◽  
pp. 98
Author(s):  
Antonio Martínez Sáez
Keyword(s):  
New York ◽  
Language Learning ◽  
Teaching With Technology ◽  
Learning And Teaching ◽  
Publishing Group

<p>Eds. M. Thomas and H. Reinders<br />Task-Based Language Learning and Teaching with Technology<br />Published by Continuum International<br />Publishing Group<br />London and New York, 2010<br />272 pp<br />ISBN: 978-1-4411-0153-2</p>

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.

2019 ◽  
Vol 1 (1) ◽  
pp. 142-147
Author(s):  
Sonja Babic
Keyword(s):  
Second Language Acquisition ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Human Functioning ◽  
Positive Character

Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.

scholarly journals Book Review on Integrating Information and Communication Technologies in English for Specific Purposes

2020 ◽  
Vol 28 (1) ◽  
pp. 70
Author(s):  
Emrah Ekmekçi
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Learning And Teaching ◽  
Information And Communication ◽  
English For Occupational Purposes

<p>Rapid developments in information and communication technologies (ICT) in recent years have inevitably affected the nature of learning and teaching process in general. As a result of this, teachers have been constantly seeking innovative and alternative ways of teaching in all educational settings as well as in the domain of foreign language learning and teaching. However, there still exist teachers who do not feel pedagogically and technically competent enough to integrate ICT into learning process. There is no doubt that it is of great importance to decide how and when to use technology in pedagogically principled way. The book   <em>Integrating Information and Communication Technologies in English for Specific Purposes </em>is for readers and educators who seek pedagogically appropriate ways of integrating technology in the practice of English for specific purposes (ESP), English for academic purposes (EAP), and English for occupational purposes (EOP).</p>

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