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Direct linkTragant, Elsa; Marsol, Anna; Serrano, Raquel; Llanes, Àngels – International Journal of Bilingual Education and Bilingualism, 2016
Comparative studies in content and language integrated learning (CLIL) often show CLIL students to be at something of an advantage over their non-CLIL peers. However, such studies are often difficult to interpret given problems of cross-group comparability (different schooling systems, different number of instructional hours, bias attributable to…
Descriptors: Vocabulary Development, Comparative Analysis, Comparative Testing, English (Second Language)
Download full textLiao, Hui-Chuan; Chen, Yeh-uh Hsueh – English Language Teaching, 2012
The importance of English for the workplace, in addition to that of general English proficiency, is receiving increasing attention from educators and policy makers in the field of teaching English as a foreign language. In order to prepare college students for their professional development, appropriate English-for-specific-purposes (ESP)…
Descriptors: English for Science and Technology, Instructional Materials, Second Language Instruction, Instructional Material Evaluation
Thang, Siew Ming; Bidmeshki, Leila – Computer Assisted Language Learning, 2010
This study investigates the perceptions of Malaysian undergraduates of the Faculty of Science and Technology, Universiti Kebangsaan Malaysia (UKM) towards an online English for science and technology course in terms of their improvement in reading skills and strategies, their autonomy and their motivation. These three areas were used as the focal…
Descriptors: Qualitative Research, Research Methodology, Online Courses, Student Motivation
Hafner, Christoph A.; Miller, Lindsay – Language Learning & Technology, 2011
This paper reports on the syllabus design and implementation of an English for Science and Technology (EST) course at an English-medium university in Hong Kong. The course combined elements of project-based learning and a "pedagogy for multiliteracies" (New London Group, 1996) to produce a strong learner autonomy focus. A major component…
Descriptors: Video Technology, Student Projects, Focus Groups, Active Learning
