標(biāo)題: Titlebook: English for Academic Purposes in the EMI Context in Asia; XJTLU Impact Bin Zou,Trevor Mahy Book 2024 The Editor(s) (if applicable) and The [打印本頁] 作者: 板條箱 時(shí)間: 2025-3-21 18:42
書目名稱English for Academic Purposes in the EMI Context in Asia影響因子(影響力)
書目名稱English for Academic Purposes in the EMI Context in Asia影響因子(影響力)學(xué)科排名
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書目名稱English for Academic Purposes in the EMI Context in Asia網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱English for Academic Purposes in the EMI Context in Asia被引頻次
書目名稱English for Academic Purposes in the EMI Context in Asia被引頻次學(xué)科排名
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書目名稱English for Academic Purposes in the EMI Context in Asia年度引用學(xué)科排名
書目名稱English for Academic Purposes in the EMI Context in Asia讀者反饋
書目名稱English for Academic Purposes in the EMI Context in Asia讀者反饋學(xué)科排名
作者: 人造 時(shí)間: 2025-3-21 23:04 作者: 束縛 時(shí)間: 2025-3-22 01:47 作者: Ringworm 時(shí)間: 2025-3-22 06:58 作者: 口味 時(shí)間: 2025-3-22 11:57
https://doi.org/10.1007/978-1-4842-1666-8iting among lower-level EAP (English for Academic Purposes) learners at a Sino-British university in China. The study introduced an argument-based learning design, which incorporated a series of student-centred dialogical argumentation activities, within an EAP classroom setting. To assess the inter作者: 盡責(zé) 時(shí)間: 2025-3-22 16:15 作者: 盡責(zé) 時(shí)間: 2025-3-22 18:56 作者: 合唱隊(duì) 時(shí)間: 2025-3-22 23:47 作者: Outmoded 時(shí)間: 2025-3-23 04:52 作者: 腫塊 時(shí)間: 2025-3-23 09:07
https://doi.org/10.1007/978-981-15-2478-3erials are often limited in their coverage of topics. Although constraints will remain, the challenge could be mitigated by granting students more agency in assessment tasks, conforming to recent calls for assessment . learning. This chapter will evaluate the practice of allowing students to choose 作者: PACT 時(shí)間: 2025-3-23 10:54
https://doi.org/10.1007/978-981-15-6398-0cipline classes are often considered to be a necessary evil in EAP. EGAP (English for . Academic Purposes) provision is either viewed as a bridge to reach a later stage of academic literacy (Bruce in . 25:1–8, 2017; Hyland in The Routledge handbook of English for Academic Purposes. Routledge, 2016) 作者: 令人心醉 時(shí)間: 2025-3-23 15:01
https://doi.org/10.1007/978-3-030-73014-7h academic English speaking. This chapter showcases the 12-week Speaking Clinics, an innovative speaking support offering open to all XJTLU master’s students. In a 50-minute session every week, students engage in multiple rounds of discussions related to a selected TED Talk, the presentation skills 作者: 盡責(zé) 時(shí)間: 2025-3-23 20:03
Xiu Li,Guoqiang Xue,Changchun Yinre for a PhD degree awarded by the University of Liverpool (UoL) under a joint-supervision model. One aspect of the British-style PhD programmes that can be particularly challenging, and especially for international students, is the fact that they are pure research degrees with no taught components.作者: orthodox 時(shí)間: 2025-3-23 22:18 作者: 羽飾 時(shí)間: 2025-3-24 04:09
https://doi.org/10.1007/978-981-19-3375-2 for reformulating expressions to convey the same meaning, they often rely on specific skills, such as using synonyms, reorganising sentences and changing word class. However, if a reformulated paraphrase does not reflect the typical patterning of its changed vocabulary items, high-level readers wil作者: LAY 時(shí)間: 2025-3-24 09:28
https://doi.org/10.1057/9780230512382r examines the increasing importance of engaging students in EAP classes and the emergence of interactive communication technology as a prominent teaching tool in English language teaching. Various technological platforms with different functionalities have become integral components of EAP classroo作者: aphasia 時(shí)間: 2025-3-24 13:33
https://doi.org/10.1007/978-3-031-63638-7English as a Medium of Instruction (EMI); English for Specific Purposes (ESP); English for Academic Pu作者: agnostic 時(shí)間: 2025-3-24 18:26
978-3-031-63640-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 松果 時(shí)間: 2025-3-24 21:55
The ELC at XJTLU: An Overview of 18 Years of Practice and Future Directions,s teaching just 160 students to one of the largest English language centres in the world with approximately 200 language lecturers teaching over 15,000 undergraduate and postgraduate students. The chapter will first briefly outline the historic developments of the ELC in terms of our approaches to l作者: 充滿人 時(shí)間: 2025-3-25 00:14
The Academic Writing Challenges of Undergraduate Students: An Exploratory Study at a Sino-Foreign U since their academic performance is closely subject to the quality of produced academic texts. However, at Xi’an Jiaotong-Liverpool University (XJTLU), a leading Sino-Foreign Cooperative university in China, Year 1 students who lay their language foundation by taking EAP classes are observed to exp作者: Canopy 時(shí)間: 2025-3-25 05:51 作者: GORGE 時(shí)間: 2025-3-25 09:13 作者: jovial 時(shí)間: 2025-3-25 14:21
Applying a CER Framework to Support Evidence-Based Writing Among Undergraduate EAP Learners: An Acten fail to give learners sufficient and solid guidance. This study adopted an action research approach to examine the effectiveness of scaffolding undergraduate EAP learners’ evidence-based writing practice with the CER (claim-evidence-reasoning) framework over the period of a semester. Participants作者: flimsy 時(shí)間: 2025-3-25 18:53
Learners Producing a MALL Application for EAP Learning in the Discipline of Mathematics: A Researchtheir disciplines while expressing their ongoing need for disciplinary EAP. To address this situation, EAP teachers who previously mainly devoted their energy to language teaching may explore the English for Specific Purposes (ESP) teaching and learning by drawing on the differences in the academic 作者: Airtight 時(shí)間: 2025-3-25 21:58 作者: Euthyroid 時(shí)間: 2025-3-26 04:00
,Enabling Disciplinary Voice in Postgraduate Students’ EAP Writing: Evaluating Practices of Assessmeerials are often limited in their coverage of topics. Although constraints will remain, the challenge could be mitigated by granting students more agency in assessment tasks, conforming to recent calls for assessment . learning. This chapter will evaluate the practice of allowing students to choose 作者: 鉤針織物 時(shí)間: 2025-3-26 08:01 作者: Efflorescent 時(shí)間: 2025-3-26 09:15 作者: 幾何學(xué)家 時(shí)間: 2025-3-26 15:12
: An Orientation Course for New PGR Students in a Transnational Education Setting,re for a PhD degree awarded by the University of Liverpool (UoL) under a joint-supervision model. One aspect of the British-style PhD programmes that can be particularly challenging, and especially for international students, is the fact that they are pure research degrees with no taught components.作者: outset 時(shí)間: 2025-3-26 17:51
,Using an Artificial Intelligent Speaking Assessment Platform—,to Develop EFL Speaking Skills,ish as a foreign language (EFL) learners. The AI-generated scores and feedback could help learners improve pronunciation, intonation, fluency, vocabulary and grammar. Additionally, AI can create a safe and private environment for learners to practise without fear of ridicule, reducing stress and anx作者: 上腭 時(shí)間: 2025-3-27 00:36
Using , to Untangle the Patterns of Academic Paraphrases, for reformulating expressions to convey the same meaning, they often rely on specific skills, such as using synonyms, reorganising sentences and changing word class. However, if a reformulated paraphrase does not reflect the typical patterning of its changed vocabulary items, high-level readers wil作者: 清澈 時(shí)間: 2025-3-27 02:39
Incorporating ICT in EAP Classrooms: Boosting Student Engagement Through Quizizz,r examines the increasing importance of engaging students in EAP classes and the emergence of interactive communication technology as a prominent teaching tool in English language teaching. Various technological platforms with different functionalities have become integral components of EAP classroo作者: 會(huì)犯錯(cuò)誤 時(shí)間: 2025-3-27 05:29 作者: Cardiac-Output 時(shí)間: 2025-3-27 11:26 作者: CT-angiography 時(shí)間: 2025-3-27 17:05
Book 2024ive foci. This book will be of interest to teachers, researchers, postgraduate students, and university policy makers, as well as anyone with a background in?English for Academic Purposes (EAP) or English as a foreign language (EFL) teaching..作者: Calculus 時(shí)間: 2025-3-27 20:44 作者: 惡臭 時(shí)間: 2025-3-27 23:10
https://doi.org/10.1007/978-1-4842-1666-8 writing of low-level EAP learners. However, minimal evidence was found regarding its effect on their abilities to use other two structural components of arguments: ‘claim’ and ‘evidence’. The findings underscored the importance of explicit instruction and assessment in the development of ideas in a作者: 違反 時(shí)間: 2025-3-28 05:52 作者: 出來 時(shí)間: 2025-3-28 06:19
https://doi.org/10.1007/978-1-4302-3817-1 the CER framework is a reliable and robust writing model for eliciting students’ detailed explanations of ideas. The findings contribute to a deeper understanding of the developmental trajectory of students’ written argumentation and have pedagogical implication for the design of scaffolds in EAP e作者: Ptsd429 時(shí)間: 2025-3-28 13:13 作者: exclusice 時(shí)間: 2025-3-28 14:51 作者: Mast-Cell 時(shí)間: 2025-3-28 22:12
https://doi.org/10.1007/978-981-15-2478-3, and instructors’/markers’ views. Through this practice and evaluation, we also hope to unpack the complexity of disciplinary voice in EAP contexts, as it involves the cultural clashing of disciplinary conventions, EAP conventions, student identities, and EAP teachers’ reconstruction of students’ d作者: 裂縫 時(shí)間: 2025-3-29 00:23 作者: Aids209 時(shí)間: 2025-3-29 03:59
https://doi.org/10.1007/978-3-030-73014-7pants. Overall, survey respondents reported perceived improvements in language proficiencies and affective effects. Among them, improvement in critical thinking skills, abilities to engage in discussions, and listening comprehension was highly evaluated. The positive feedback from students echoes re作者: 裁決 時(shí)間: 2025-3-29 08:28
Xiu Li,Guoqiang Xue,Changchun Yinhas been specifically tailored to meet the needs of students in our unique local context. In this chapter, we will first discuss the background and rationale for developing and introducing this support service. Next, we will introduce the course in terms of its structure, content, and delivery. Then作者: Adrenaline 時(shí)間: 2025-3-29 13:30 作者: ambivalence 時(shí)間: 2025-3-29 15:46 作者: 青春期 時(shí)間: 2025-3-29 20:21 作者: WAIL 時(shí)間: 2025-3-30 00:56
The Academic Writing Challenges of Undergraduate Students: An Exploratory Study at a Sino-Foreign Uents’ perceived difficulties of academic writing; and (3) students’ adopted writing strategies. It is notable that, despite the effectiveness of the current EAP teaching, overall, half of the participants still regard academic writing as difficult. While these students experience various levels of d作者: 策略 時(shí)間: 2025-3-30 06:47
,The Effectiveness of Dialogical Argumentation in Supporting Low-Level EAP Learners’ Evidence-Based writing of low-level EAP learners. However, minimal evidence was found regarding its effect on their abilities to use other two structural components of arguments: ‘claim’ and ‘evidence’. The findings underscored the importance of explicit instruction and assessment in the development of ideas in a作者: 分期付款 時(shí)間: 2025-3-30 09:42
,An Investigation of EAP Students’ Goal-Orientedness and Goal-Setting Skills,oal setting was assessed using a 5-point Likert scale. In order to better evaluate students’ awareness of goals and understand their goal-setting process, five focus group interviews were conducted among 16 participants. The research findings reveal that EAP students have a high level of goal-orient作者: 減至最低 時(shí)間: 2025-3-30 13:19
Applying a CER Framework to Support Evidence-Based Writing Among Undergraduate EAP Learners: An Act the CER framework is a reliable and robust writing model for eliciting students’ detailed explanations of ideas. The findings contribute to a deeper understanding of the developmental trajectory of students’ written argumentation and have pedagogical implication for the design of scaffolds in EAP e
