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The impact of teacher academic support and L2 writing self on feedback-seeking behavior
The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is...
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Student Academic Support Services
This chapter suggests that student academic support services (SASS) that provide extracurricular services to undergraduate and graduate students play...
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Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension
The importance of having a highly qualified teacher in every classroom is an educational necessity. Determining which teacher characteristics define...
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Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students
Although several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal...
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Introduction: Tools, Techniques, and Strategies for Reflective Second & Foreign Language Teacher Education
This anthology attempts to link the theoretical discussion about reflection in academic teacher training to the practical develo** competence...
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Teacher and Learner Language Use
The chapter introduces the last indicator of the model: Teacher and Learner Language Use. It explains why it is important for teachers to adjust...
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Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage
Drawing on decades of lessons from a Bilingual Teacher Education Program (BTEP) in California that has persevered both restrictive and additive...
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Testing the model of a proficient academic reader (PAR) in a postsecondary context
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation...
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CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts
This chapter aimed to identify the key literature on the contextual challenges in under-represented contexts related to CALL teacher education and...
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The Development of Vocabulary Through a CLIL Approach in a Literature Module in an English Language Teacher Education Programme
This paper explores the implementation of a Content and Language Integrated Learning (CLIL) approach to deliver a module on Literature as part of an...
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Preschool teachers’ literacy beliefs, their evaluations of children’s writing, and their recommendations for ways to support it
Preschool teachers’ literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers’ literacy skills. In this...
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Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil
The worldwide shortage of professionally trained teachers shows the general necessity to find sustainable forms of teacher education and...
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Contextualizing and Adapting Teacher Education and Professional Development
In the past two decades, the influence of computer-assisted language learning (CALL) in language teaching has significantly expanded. In parallel...
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Teacher Self-assessment as a Key to Teacher Empowerment
In theTeacher empowerment Indian context, when we examine how teacher assessmentTeacher assessment takes place at different levels of education in...
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Develo** Approaches to CALL Teacher Education in Palestine: Problems, Possibilities, and Paradigm Shifts
This chapter offers research-based information on develo** Computer-Assisted Language Learning (CALL) teacher education programs in settings...
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Teacher Leadership as the Missing Link Between TBLT Research and Pedagogical Practice
How can insights from research inform the practice of language teaching? In this chapter, we discuss reflections from the first phase of a project...
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Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing
Automatic Writing Evaluation (AWE) systems have emerged as a possible solution to give immediate feedback to writers. This chapter explores if the...
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Develo** Language Teacher Identity and Leadership Skills in Intercultural Learning Environments
Understanding LTI as an ongoing process of becoming and considering the teachers’ languaged lives (Ellis, TESOL Quart 50(3): 597–630, 2016, p. 599),...
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CALL Teacher Trainers’ Challenges and Co** Strategies: Voices from Vietnam
This study investigated how CALL teacher trainers adapted their practices for delivering training planning in the CALL teacher training and...
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Develo** a Learner-Centered Assessment of Academic Writing for Graduate EFL Students
Learner-centered assessment of academic writing requires that assessment tasks be authentic, that the assessment be grounded in context, that it...