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Academic Journal

The Effect of Tablet Use on Students' Success in English as a Foreign Language (EFL) Grammar Classroom

Subjects: Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Handheld Devices, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Telecommunications, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Educational Technology, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Technology Uses in Education, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Grammar, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Language Skills, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, English (Second Language), Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Second Language Instruction, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Student Attitudes, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Foreign Countries, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, College Students, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Teaching MethodsTurkey

  • Source: Educational Research and Reviews, v14 n5 p178-189 Mar 2019. 12 pp.

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Academic Journal

English Teachers' Opinions on Problems Encountered in English Language Teaching in Schools: The Case of Karabük

Subjects: Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Elementary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Secondary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, English (Second Language), Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Learning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Instruction, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Language Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Foreign Countries, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Parent Teacher Cooperation, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Planning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Barriers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Age Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Instructional Program Divisions, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Quality, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Schools of Education, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Gender Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Institutional CharacteristicsTurkey

  • Source: Educational Research and Reviews, v14 n5 p152-161 Mar 2019. 10 pp.

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Academic Journal

Identifying the Target Needs of Preparatory Classes for Undergraduate programs in Foreign Languages: A Case Study of the Engineering Departments

Subjects: Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Case Studies, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Second Language Learning, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Second Language Instruction, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Engineering Education, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Content Analysis, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Undergraduate Students, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, College Faculty, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, English (Second Language), Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Student Attitudes, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, Foreign Countries, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, College Preparation, Case Studies, Second Language Learning, Second Language Instruction, Engineering Education, Content Analysis, Undergraduate Students, College Faculty, English (Second Language), Student Attitudes, Foreign Countries, College Preparation, DepartmentsTurkey

  • Source: Journal of Education and Training Studies, v7 n2 p14-23 Feb 2019. 10 pp.

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Academic Journal

English Teachers' Problems Encountered in Teaching Four Basic Language Skills

Subjects: English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, English Teachers, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Second Language Instruction, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, English (Second Language), English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Foreign Countries, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Language Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Listening Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Reading Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Speech Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Writing Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Skill Development, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Teacher Attitudes, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Barriers, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Teacher Expectations of StudentsTurkey

  • Source: International Education Studies, v12 n4 p118-127 2019. 10 pp.

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Academic Journal

Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-Service EFL Teachers in Turkey

Subjects: Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Reflection, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Preservice Teachers, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Beginning Teachers, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, English (Second Language), Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Second Language Learning, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Foreign Countries, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, English Teachers, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Practicums, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Mentors, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Error Correction, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Classroom Techniques, Reflection, Preservice Teachers, Beginning Teachers, English (Second Language), Second Language Learning, Foreign Countries, English Teachers, Practicums, Mentors, Error Correction, Classroom Techniques, Teacher Education ProgramsTurkey

  • Source: English Language Teaching, v12 n4 p127-138 2019. 12 pp.

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Academic Journal

The Interconnection of Motivation and Self Regulated Learning among University Level EFL Students

Subjects: Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Correlation, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Metacognition, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Learning Strategies, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Goal Orientation, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Self Efficacy, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, College Students, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, English (Second Language), Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Second Language Learning, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Second Language Instruction, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Literature, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Learning Motivation, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Classroom Environment, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Test Anxiety, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Student Attitudes, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, Foreign Countries, Correlation, Metacognition, Learning Strategies, Goal Orientation, Self Efficacy, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Literature, Learning Motivation, Classroom Environment, Test Anxiety, Student Attitudes, Foreign Countries, QuestionnairesTurkeyMotivated Strategies for Learning Questionnaire

  • Source: English Language Teaching, v12 n4 p105-114 2019. 10 pp.

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Academic Journal

The Effect of Spatial Intelligence-Based Metalinguistic Written Corrective Feedback on EFL Learners' Development in Writing

Subjects: Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Feedback (Response), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Metalinguistics, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, English (Second Language), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Foreign Countries, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Second Language Learning, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Pretests Posttests, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Scores, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Multiple Intelligences, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Spatial Ability, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Error Analysis (Language), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Revision (Written Composition), Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Written Language, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Error Correction, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Control Groups, Feedback (Response), Metalinguistics, English (Second Language), Foreign Countries, Second Language Learning, Pretests Posttests, Scores, Multiple Intelligences, Spatial Ability, Error Analysis (Language), Revision (Written Composition), Written Language, Error Correction, Control Groups, Experimental GroupsTurkey

  • Source: Journal of Curriculum and Teaching, v8 n1 p40-45 2019. 6 pp.

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Academic Journal

Reasons Why Azerbaijani Students Choose Eskisehir in Turkey for Their Graduate Education

Subjects: Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Graduate Students, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Graduate Study, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, College Choice, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Study Abroad, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Student Attitudes, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Phenomenology, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Universities, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Preferences, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Religious Factors, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Cultural Influences, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Living Standards, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Foreign Countries, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Cultural Awareness, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, English (Second Language), Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Learning, Graduate Students, Graduate Study, College Choice, Study Abroad, Student Attitudes, Phenomenology, Universities, Preferences, Religious Factors, Cultural Influences, Living Standards, Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Second Language InstructionAzerbaijan, Azerbaijan, Azerbaijan, Turkey

  • Source: International Journal of Higher Education, v8 n1 p106-118 2019. 13 pp.

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Academic Journal

Perceptions of English Teachers in Turkey and Germany

Subjects: Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Foreign Countries, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Comparative Education, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Elementary School Teachers, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, English Teachers, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Teacher Attitudes, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Second Language Instruction, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, English (Second Language), Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Program Evaluation, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Program Implementation, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Teacher Background, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Faculty Development, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Educational Attainment, Foreign Countries, Comparative Education, Elementary School Teachers, English Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language), Program Evaluation, Program Implementation, Teacher Background, Faculty Development, Educational Attainment, Teacher EducationTurkey, Turkey, Turkey, Germany

  • Source: Universal Journal of Educational Research, v7 n2 p436-449 2019. 14 pp.

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Academic Journal

Reflective Learning Views of Students, Teachers and Instructors: A Mixed-Methods Study

Subjects: Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Reflection, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Student Attitudes, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Teacher Attitudes, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Foreign Countries, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Faculty Development, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, College Students, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Mixed Methods Research, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, English (Second Language), Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Second Language Learning, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, English Teachers, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, Language Teachers, Reflection, Student Attitudes, Teacher Attitudes, Foreign Countries, Faculty Development, College Students, Mixed Methods Research, English (Second Language), Second Language Learning, English Teachers, Language Teachers, College FacultyTurkey

  • Source: English Language Teaching, v12 n3 p200-213 2019. 14 pp.

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