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to go beyond traditional frameworks of computer-assisted language learning(CALL) for understanding and investigating the role of technology in languagepedagogy and that the term mobile assisted language use (MALU) may be moreappropriate.12 | Overview
1Perceptions and strategies oflearning in English by Singaporeprimary school children withdyslexia – a metaphor analysisL. JinDe Montfort UniversityK. Smith, A. Yahya, A, Chan, M. Choong, A. Lee, V.Ng,P. Poh-Wong, D. YoungDyslexia Association of SingaporeSingapore Primary School | 13
Page 1 and 2: TeachingEnglishBritish Council ELTR
Page 3 and 4: British Council ELTResearch PapersV
Page 5 and 6: ContentsForewordJohn Knagg OBE 3Ove
Page 7 and 8: ForewordThe British Council aims to
Page 9 and 10: OverviewPerceptions and Strategies
Page 11 and 12: A global study of primary English t
Page 13 and 14: Attitudes to English as a language
Page 15: How to make yourself understood by
Page 19 and 20: and recently the use of metaphor ha
Page 21 and 22: Research methods explored to unders
Page 23 and 24: AgegroupNo. ofparticipantsGenderFMT
Page 25 and 26: This boy’s way of expressing his
Page 27 and 28: A breakdown of eight individual asp
Page 29 and 30: them vulnerable and fragile, ‘It
Page 31 and 32: It is likely that they perceived le
Page 33 and 34: ead what teacher is writing on the
Page 35 and 36: ReferencesBerendt, E. (2008, ed.) M
Page 37 and 38: Communication Difficulties, In A.L,
Page 39 and 40: 2Investigating global practicesin t
Page 41 and 42: Review of the LiteratureThe widespr
Page 43 and 44: training in its theoretical underpi
Page 45 and 46: 2003; Wedgwood, 2007) and teachers
Page 47 and 48: ationale and without a detailed con
Page 49 and 50: 3. South Korea: a mixed Grades 1 an
Page 51 and 52: How useful are the following in pla
Page 53 and 54: translation exercises 50.5%activiti
Page 55 and 56: Which of the following do you think
Page 57 and 58: was grammar-based. However, the chi
Page 59 and 60: Such materials should be:■■■
Page 61 and 62: Gorsuch, G. J. (2000) EFL education
Page 63 and 64: Mihaljević Djigunović, J. (2009)
Page 65 and 66: Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
Page 113 and 114:
HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
Page 157 and 158:
School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
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In addition there are several madra
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The overall picture in terms of lit
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give them a small token of apprecia
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Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
Page 207 and 208:
highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
Page 213 and 214:
Erling, E. J. and P. Seargeant (eds
Page 215 and 216:
Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
Page 239 and 240:
The small percentage of teachers wh
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it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
Page 247 and 248:
Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
Page 255 and 256:
Appendix 2: Sample InterviewSchedul
Page 257 and 258:
Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
Page 285 and 286:
Students’ course evaluation5.054.
Page 287 and 288:
sometimes I don’t know how to exp
Page 289 and 290:
Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
Page 331 and 332:
focus group data, and some of the r
Page 333 and 334:
Demonstration lessonsThe second mai
Page 335 and 336:
FG4: When we are in large groups. B
Page 337 and 338:
No matter how much you aspire for a
Page 339 and 340:
was downed and most of the weakness
Page 341 and 342:
Also, as the mean for Q.55 indicate
Page 343 and 344:
Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
Page 349 and 350:
Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
Page 359 and 360:
British university and a Spanish Er
Page 361 and 362:
sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
Page 389 and 390:
Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
Page 395 and 396:
table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
Page 405 and 406:
Figura, K., and Jarvis, H. (2007) C
Page 407 and 408:
Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
Page 413 and 414:
NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
Page 419 and 420:
Elizabeth J. ErlingAttitudes to Eng
Page 421 and 422:
Albert LeePerceptions and strategie
Page 423 and 424:
Sayeedur RahmanAttitudes to English
Page 425 and 426:
Dr. Alan WatersPerceptions of Best
Page 427:
The British Council works closely w
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