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Professional knowledge in action: How experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints
16 references·1 citing·28 second hop
Professional knowledge in action: How experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints (2010)Professional knowledge in action: How exp…Research Methods in Applied Linguistics (2021)Research Methods in Applied L…Qualitative Data Analysis (2021)Qualitative Data AnalysisCurriculum Development in Language Teaching (2017)Curriculum Development in Lan…Research methods in education (2012)Research methods in educationResearch Methods in Applied Linguistics (2010)Research Methods in Applied L…Handbook of Research on Curriculum, The (2010)Handbook of Research on Curri…Qualitative Data Analysis (2008)Qualitative Data AnalysisThe Practice of English Language Teaching (2003)The Practice of English Langu…Curriculum Development in Language Teaching (2001)Curriculum Development in Lan…Teaching and Learning in the Language Classroom (2000)Teaching and Learning in the …Psychology for Language Teachers (1999)Psychology for Language Teach…A course in language teaching: Practice and theory (1997)A course in language teaching…A Course in Language Teaching: Practice and Theory (1996)A Course in Language Teaching…The cognitive skill of teaching. (1986)The cognitive skill of teachi…The Practice of English Language Teaching (1983)The Practice of English Langu…The adult learner (1973)The adult learnerAn Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study (2014)An Experienced Teacher’s Use …Sociological Paradigms and Organizational Analysis. (1983)Becoming a teacher educator: evidence from the field (2005)Realism and the Aim of Science (2013)A review on leadership and leadership development in educational settings (2019)Using the Gioia Methodology in international business and entrepreneurship research (2022)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The Role of Consciousness in Second Language Learning1 (1990)G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences (2007)Exploring tensions between teachers’ grammar teaching beliefs and practices (2009)Interviewing as a Data Collection Method: A Critical Review (2014)Second Language Research: Methodology and Design (2017)The Influence of Planning and Task Type on Second Language Performance (1996)Going beyond the Native Speaker in Language Teaching (1999)On second language writing (2001)Integrative motivation in a globalizing world (2003)We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma (2003)Learner-learner interaction during pair and small group activities in a Thai EFL context (2004)How Many Interviews Are Enough? (2005)A General Inductive Approach for Analyzing Qualitative Evaluation Data (2006)The qualitative content analysis process (2008)Images of teaching: Student teachers' early conceptions of classroom practice (1991)Linking teacher and student learning to improve professional development in systemic reform (2003)Developing and refining interventions in persons with health disparities: The use of Qualitative Description (2005)Second Language Writing (2003)Materials development for language learning and teaching (2012)Global Englishes for Language Teaching (2019)Current Perspectives on Teaching the Four Skills (2006)Qualitative Analysis for Social Scientists (1987)
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An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study
21 cited