This article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!
{"title":"Learning second language through restaurant menu dish names","authors":"A. Graziano","doi":"10.20368/1971-8829/1567","DOIUrl":"https://doi.org/10.20368/1971-8829/1567","url":null,"abstract":"This article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78842864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes how the fusion of two innovative approaches in education can provide alternative pathways to the learning of academic subjects, including languages. Content and Language Integrated Learning (CLIL) and Phenomenon-based Learning (PhBL) are combined to achieve intended learning outcomes which includes language awareness, attitude change towards language learning, and transversal subject learning. Enabling a form of pragmatic social constructivism, both CLIL and PhBL are heavily identified with types of integrative educational practices common to Finland. Following an introduction to each practice, the article describes the use of this fusion approach with high school students in Mexico where the level of additional language competence is generally low. Acknowledging that there are rarely educational models that can be exported from one country to another, it is argued that the fusion of CLIL and PhBL provides a blueprint that can enable educational innovation to flourish in different contexts.
{"title":"Enhancing Language Awareness and Competence-building through a Fusion of Phenomenon-based Learning and Content and Language Integration","authors":"D. Marsh, W. D. Pérez, Mariana Escárzaga Morales","doi":"10.20368/1971-8829/1617","DOIUrl":"https://doi.org/10.20368/1971-8829/1617","url":null,"abstract":"This article describes how the fusion of two innovative approaches in education can provide alternative pathways to the learning of academic subjects, including languages. Content and Language Integrated Learning (CLIL) and Phenomenon-based Learning (PhBL) are combined to achieve intended learning outcomes which includes language awareness, attitude change towards language learning, and transversal subject learning. Enabling a form of pragmatic social constructivism, both CLIL and PhBL are heavily identified with types of integrative educational practices common to Finland. Following an introduction to each practice, the article describes the use of this fusion approach with high school students in Mexico where the level of additional language competence is generally low. Acknowledging that there are rarely educational models that can be exported from one country to another, it is argued that the fusion of CLIL and PhBL provides a blueprint that can enable educational innovation to flourish in different contexts.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75217505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-Based Learning model (FBL-2g) regarding quantitative courses in higher education. The intention was to examine students' views towards the model and check if there are differences between theoretical quantitative courses such as math or statistics and a computer course. The research was based on three samples of students (n1=28, n2=25, n3=19, n-total=72) who studied three quantitative courses based on the new model. All three course sites were prepared and managed by the same lecturer. Students were asked to fill out an online questionnaire to assess various characteristics of FBL-2g and its impact on their motivation and learning process. The study findings show that according to students' attitudes, FBL-2g is perceived as very effective for learning quantitative courses. All characteristics were highly rated as follows: Diagnosis, prognosis, student motivation and sense of belonging and the contribution to learning improvement. Therefore, it is recommended to support and train lecturers who teach quantitative courses in higher education so that they can use this model making a significant contribution to the students' motivation and learning.
{"title":"The Second Generation of Feedback-based Learning Model (FBL-2g) for Quantitative Courses in Higher Education","authors":"Yaron Ghilay","doi":"10.20368/1971-8829/1521","DOIUrl":"https://doi.org/10.20368/1971-8829/1521","url":null,"abstract":"The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-Based Learning model (FBL-2g) regarding quantitative courses in higher education. The intention was to examine students' views towards the model and check if there are differences between theoretical quantitative courses such as math or statistics and a computer course. The research was based on three samples of students (n1=28, n2=25, n3=19, n-total=72) who studied three quantitative courses based on the new model. All three course sites were prepared and managed by the same lecturer. Students were asked to fill out an online questionnaire to assess various characteristics of FBL-2g and its impact on their motivation and learning process. \u0000The study findings show that according to students' attitudes, FBL-2g is perceived as very effective for learning quantitative courses. All characteristics were highly rated as follows: Diagnosis, prognosis, student motivation and sense of belonging and the contribution to learning improvement. Therefore, it is recommended to support and train lecturers who teach quantitative courses in higher education so that they can use this model making a significant contribution to the students' motivation and learning.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72525773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Among the effects of neoliberalism, the diffusion of technologies, in negative the advance of individualism on the sense of community, is to be pointed out. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. On the other hand, nowadays, technological addiction is an educational problem not to be underestimated given its pervasiveness and diffusion among teenagers. The purpose of this article is to examine some positive and negative effects of technology on teenagers’ life styles. From a methodological perspective, it will be provided a systematic review of the existing literature on both technological addictions, by examining negative effects on adolescents’ mental health, and on educational strategies aimed at promoting positive effects through the analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioral addictions and promoting physical and mental wellbeing, given that the effective and guided use of technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.
{"title":"From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function","authors":"G. Toto","doi":"10.20368/1971-8829/1504","DOIUrl":"https://doi.org/10.20368/1971-8829/1504","url":null,"abstract":"Among the effects of neoliberalism, the diffusion of technologies, in negative the advance of individualism on the sense of community, is to be pointed out. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. On the other hand, nowadays, technological addiction is an educational problem not to be underestimated given its pervasiveness and diffusion among teenagers. The purpose of this article is to examine some positive and negative effects of technology on teenagers’ life styles. From a methodological perspective, it will be provided a systematic review of the existing literature on both technological addictions, by examining negative effects on adolescents’ mental health, and on educational strategies aimed at promoting positive effects through the analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioral addictions and promoting physical and mental wellbeing, given that the effective and guided use of technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"82 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85595263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The great interest and debate on teachers 21st century skills development is closely connected with a “new” approach to education and learning which inevitably affects the present and the future of the whole education system. Roma Tre University Museum Education Centre took part in the Erasmus+ DICHE project (Digital Innovation in Cultural Heritage Education) and carried out activities taking into consideration the project theoretical model: informing primary school teachers of new education practices in cultural heritage fruition which employ technologies and also include the evaluation of their effectiveness in learning in terms of competences development. A web app devoted to integrate technology in heritage fruition within primary school education was designed and implemented as one of the project core activities. This paper presents the development and the piloting of this application for mobile devices as a tool for teachers in training: the MuseTech web app.
{"title":"Heritage Education and Initial Teacher Training: an International Experience","authors":"A. Poce, F. Agrusti, Maria Rosaria Re","doi":"10.20368/1971-8829/1488","DOIUrl":"https://doi.org/10.20368/1971-8829/1488","url":null,"abstract":"The great interest and debate on teachers 21st century skills development is closely connected with a “new” approach to education and learning which inevitably affects the present and the future of the whole education system. \u0000Roma Tre University Museum Education Centre took part in the Erasmus+ DICHE project (Digital Innovation in Cultural Heritage Education) and carried out activities taking into consideration the project theoretical model: informing primary school teachers of new education practices in cultural heritage fruition which employ technologies and also include the evaluation of their effectiveness in learning in terms of competences development. A web app devoted to integrate technology in heritage fruition within primary school education was designed and implemented as one of the project core activities. This paper presents the development and the piloting of this application for mobile devices as a tool for teachers in training: the MuseTech web app.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"34 1","pages":"127-143"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87987860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli
This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape their own digital culture. All of the participants are in an induction process related to teaching students with special educational needs; however, some of them are already experienced teachers about other teaching fields (different from the one related to special educational needs). So, we first run Principal Component Analysis to detect what factors compose the participants’ digital culture. Then we run independent samples t-test to observe differences between males and females, and experienced and not experienced teachers. Results show that two of the four detected factors are similar to those proposed by literature. The other two, instead, differ from them. Furthermore, it emerged that, on average, males have higher scores than females on the factors; these differences are significant on three factors. Last but not the least, experienced teachers have, on average, higher scores than not experienced participants. However, these differences are not significant.
{"title":"Teachers Induction and Digital Culture. The case of Southern Italy Teachers attending TFA","authors":"Fedela Feldia Loperfido, Anna Dipace, Katia Caposeno, A. Scarinci, J. Viteli","doi":"10.20368/1971-8829/1494","DOIUrl":"https://doi.org/10.20368/1971-8829/1494","url":null,"abstract":"This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape their own digital culture. All of the participants are in an induction process related to teaching students with special educational needs; however, some of them are already experienced teachers about other teaching fields (different from the one related to special educational needs). So, we first run Principal Component Analysis to detect what factors compose the participants’ digital culture. Then we run independent samples t-test to observe differences between males and females, and experienced and not experienced teachers. Results show that two of the four detected factors are similar to those proposed by literature. The other two, instead, differ from them. Furthermore, it emerged that, on average, males have higher scores than females on the factors; these differences are significant on three factors. Last but not the least, experienced teachers have, on average, higher scores than not experienced participants. However, these differences are not significant.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"51 1","pages":"67-78"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90339814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the results of e-MEL, a European project aiming at promoting the development, implementation and testing of training scenarios for pre- and in-service teachers’ training in the field of digital and media literacy education. The analysis of the results led the research team to identify the critical and successful aspects of the testing, and to draw some recommendations for the future implementation of teacher training interventions. The final goal is to reflect on sustainable models of media and digital skills training both in terms of teacher education and teachers’ professional development.
{"title":"Promoting Digital and Media Competences of pre- and in-Service Teachers. Research Findings of a Project from six European Countries","authors":"M. Ranieri, Isabella Bruni","doi":"10.20368/1971-8829/1497","DOIUrl":"https://doi.org/10.20368/1971-8829/1497","url":null,"abstract":"This paper presents the results of e-MEL, a European project aiming at promoting the development, implementation and testing of training scenarios for pre- and in-service teachers’ training in the field of digital and media literacy education. The analysis of the results led the research team to identify the critical and successful aspects of the testing, and to draw some recommendations for the future implementation of teacher training interventions. The final goal is to reflect on sustainable models of media and digital skills training both in terms of teacher education and teachers’ professional development.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81267967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing use of English throughout the world has seen the growth of career opportunities for teachers of English as a second language (ESL). In fact, there is a widespread demand for teachers with up-to-date qualifications in TESOL (Teaching English to Speakers of Other Languages). In addition, as teacher training is increasingly migrating from on-ground to online classrooms, there is a need to reach out to as many TESL teachers worldwide as possible. In fact, online education is expanding access to students internationally and domestically to students who would otherwise be unable to attend college (Christensen et al., 2011; Simpson, 2013). In this perspective, then, the online TESOL certificate program at Lesley University, Cambridge, MA aims at creating international partnerships with overseas teachers and promote the course. This article reports on the outcome of a pilot project that involved opening the online course to an Italian partner.
{"title":"Online TESOL Teacher Education: outcome of a Pilot Project","authors":"S. Filice, D. Bardetti","doi":"10.20368/1971-8829/1360","DOIUrl":"https://doi.org/10.20368/1971-8829/1360","url":null,"abstract":"The increasing use of English throughout the world has seen the growth of career opportunities for teachers of English as a second language (ESL). In fact, there is a widespread demand for teachers with up-to-date qualifications in TESOL (Teaching English to Speakers of Other Languages). In addition, as teacher training is increasingly migrating from on-ground to online classrooms, there is a need to reach out to as many TESL teachers worldwide as possible. In fact, online education is expanding access to students internationally and domestically to students who would otherwise be unable to attend college (Christensen et al., 2011; Simpson, 2013). In this perspective, then, the online TESOL certificate program at Lesley University, Cambridge, MA aims at creating international partnerships with overseas teachers and promote the course. This article reports on the outcome of a pilot project that involved opening the online course to an Italian partner.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"34 1","pages":"175-187"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81310927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart
This study presents the results of expert judgment assessment of a model to measure the implementation of online programs in higher education. Online education is an innovative approach that has been used worldwide by several universities. The evaluation of the implementation of online education is, generally, focused in technology, content quality, instructor and service quality and learner satisfaction. However, it is weak in the structural and functional aspects of the universities. Therefore, a question needs to be answered: Are the dimensions and components of this model suitable for measuring the implementation of online programs? In order to answer that question, this work follows a descriptive statistical approach and four stages: 1. preparing the questionnaire for model assessment; 2. selecting experts; 3. application of the questionnaire; and 4. analysis of results. This study collected 39 completed responses from experts. The Aiken’s V coefficient was used as a measure to quantify the expert agreement. Findings illustrate the importance (88.4%), sufficiency (82%), influence (81.8%) and priority of the model components. As a conclusion, it was found that the dimensions and components of the model are suitable for measuring the implementation of online programs. The expert criterion is an important technique to support models designed from the literature. Limitations, as well as possible research directions, are also discussed.
{"title":"Model for Measuring the Implementation of Online Programs in Higher Education","authors":"Diana Marcela Cardona-Román, J. M. Sánchez-Torres, J. Duart","doi":"10.20368/1971-8829/1394","DOIUrl":"https://doi.org/10.20368/1971-8829/1394","url":null,"abstract":"This study presents the results of expert judgment assessment of a model to measure the implementation of online programs in higher education. Online education is an innovative approach that has been used worldwide by several universities. The evaluation of the implementation of online education is, generally, focused in technology, content quality, instructor and service quality and learner satisfaction. However, it is weak in the structural and functional aspects of the universities. Therefore, a question needs to be answered: Are the dimensions and components of this model suitable for measuring the implementation of online programs? In order to answer that question, this work follows a descriptive statistical approach and four stages: 1. preparing the questionnaire for model assessment; 2. selecting experts; 3. application of the questionnaire; and 4. analysis of results. This study collected 39 completed responses from experts. The Aiken’s V coefficient was used as a measure to quantify the expert agreement. Findings illustrate the importance (88.4%), sufficiency (82%), influence (81.8%) and priority of the model components. As a conclusion, it was found that the dimensions and components of the model are suitable for measuring the implementation of online programs. The expert criterion is an important technique to support models designed from the literature. Limitations, as well as possible research directions, are also discussed.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"88 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75793254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers important contributions from language teaching and learning literature, so as to identify current challenges and issues related to initial teacher education in the preparation of trainee Primary School teachers to teach English in Primary School. It then examines the role of the English Language Learning-Teaching Methodology Workshops in initial teacher education in the Degree Course in Primary Education at the University of (Place) within the context of this recently instituted degree-course (2011). This is followed by a brief account of the English Language Learning and Teaching Methodology Workshop for the initial cohort (aa. 2011-2016), and the use of reference documents for language teachers (Council of Europe and National Guidelines) as a starting-point for the development of the methodology curriculum within the degree-course. The initial English Language teacher-training gap and a possible way to address the issue follows. The results of the study identify possible future directions and issues which, at least in the (Place) context, appear to be of major importance. Said issues also have a profound impact on teaching-learning contexts, and, most likely, demand meaningful actions if they are to be resolved in a productive way both for pre- and inservice teachers as well as their learners.
{"title":"Initial Teacher Education and Learning English at Primary School in Tuscany: Creative Perspectives, Current Challenges, and Possible Approaches","authors":"E. Guerin","doi":"10.20368/1971-8829/1506","DOIUrl":"https://doi.org/10.20368/1971-8829/1506","url":null,"abstract":"This paper considers important contributions from language teaching and learning literature, so as to identify current challenges and issues related to initial teacher education in the preparation of trainee Primary School teachers to teach English in Primary School. It then examines the role of the English Language Learning-Teaching Methodology Workshops in initial teacher education in the Degree Course in Primary Education at the University of (Place) within the context of this recently instituted degree-course (2011). This is followed by a brief account of the English Language Learning and Teaching Methodology Workshop for the initial cohort (aa. 2011-2016), and the use of reference documents for language teachers (Council of Europe and National Guidelines) as a starting-point for the development of the methodology curriculum within the degree-course. The initial English Language teacher-training gap and a possible way to address the issue follows. \u0000The results of the study identify possible future directions and issues which, at least in the (Place) context, appear to be of major importance. Said issues also have a profound impact on teaching-learning contexts, and, most likely, demand meaningful actions if they are to be resolved in a productive way both for pre- and inservice teachers as well as their learners.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"2013 1","pages":"145-173"},"PeriodicalIF":1.1,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86359964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：