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What's Hot

(文献数据最近更新时间:2018-04-23;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:HIGHER EDUCATION (频次:69)
  • Tsou, W. & Chen, F. (2014). ESP program evaluation framework: Description and application to a Taiwanese university ESP program. English for Specific Purposes, 33(Jan), 39-53.
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  • Humphreys, G. & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52-63.
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  • Lei, J. & Hu, G. (2014). Chinese ESOL lecturers' stance on plagiarism: Does knowledge matter?. ELT Journal, 68(1), 41-51.
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  • Yang, Y. (2014). Preparing language teachers for blended teaching of summary writing. Computer Assisted Language Learning, 27(3), 185-206.
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  • Dixon, E. M. & Hondo, J. (2014). Re-purposing an OER for the online language course: a case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121.
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  • Qian, K. & McCormick, R. (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1), 44-69.
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  • Kallkvist, M. (2013). Languaging in translation tasks used in a university setting: Particular potential for student agency. The Modern Language Journal, 97, 217-238.
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  • Moore, P. J. (2013). An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom. The Modern Language Journal, 97, 239-253.
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  • Doyle, Michael Scott. (2012). Business language stnudies in the United States: On nomenclature, context, theory, and method. The Modern Language Journal, 96(Supplement 1), 105-121.
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  • Lear, Darcy. (2012). Languages for specific purposes curriculum creation and implementation in service to the U.S. community. The Modern Language Journal, 96(Supplement 1), 158-172.
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  • Long, Mary K., & Uscinski, Izabela. (2012). Evolution of languages for specific purposes programs in the United States: 1990-2011. The Modern Language Journal, 96(Supplement 1), 173-189.
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  • Huang, Shu-Chen. (2012). Pushing learners to work through tests and marks: Motivating or demotivating? A case in a Taiwanese university. Language Assessment Quarterly, 9, 60-77.
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  • Trinder, Ruth. (2013). Business students' beliefs about language learning in a university context. English for Specific Purposes, 32, 1-11.
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  • Atai, Mahmood Reza, & Dashtestani, Reza. (2013). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21-38.
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  • Yang, Hui-Chi. (2013). It is more than knowledge seeking: Examining the effects of open course ware lectures on vocabulary acquisition in English as a foreign language (EFL) context. Computer Assisted Language Learning, 26(1), 1-20.
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  • Zou, Bin. (2013). Teachers' support in using computers for developing students' listening and speaking skills in pre-sessional English courses. Computer Assisted Language Learning, 26(1), 83-99.
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  • Kondo, M., Ishikawa, Y., Smith, C., Sakamoto K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. Recall, 24(2), 169-187.
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  • Pae, T. (2012). Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years. Language Testing, 29(4), 533-554.
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  • Stubbe, R. (2012). Do pseudoword false alarm rates and overestimation rates in Yes/No vocabulary tests change with Japanese university students' English ability levels. Language Testing, 29(4), 471-488.
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  • Cho, Y., & Bridgeman, B. (2012). Relationship of TOEFL iBT(TM) scores to academic performance: Some evidence from American universities. Language Testing, 29(3), 421-442.
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