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A handbook for exploratory action research

A handbook for exploratory action research | <ELT Research 2> | Scoop.it
The handbook takes teachers through the steps of exploratory action research, an approach to teacher-research for professional development created originally in the context of the British Council C
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Proyecto “Un arte realmente útil”

Proyecto “Un arte realmente útil” | <ELT Research 2> | Scoop.it
Another small contribution to the study of Art-Based Research 
Publication to download - Language: Spanish

 “A really useful art” is the title of an international itinerant collective exhibition organized at the Faculty of Teacher Training and Education of the Autonomous University of Madrid. It was sponsored by the Spanish National Commission for Cooperation with UNESCO to celebrate the Fourth Week of Arts Education (May, 2015). The title of this paper has a double meaning and it refers to the importance of art itself and art in relation to the investigative tools available to teachers and, in particular, teachers of art education.
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L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study

L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study | <ELT Research 2> | Scoop.it
Multimodal reading materials, which combine text, audio and pictures, are frequently used in English language teaching to support reading development and improve reading comprehension.
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(PDF) Action Research: Empowering the Teachers

(PDF) Action Research: Empowering the Teachers | <ELT Research 2> | Scoop.it
Full-Text Paper (PDF): Action Research: Empowering the Teachers
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EMPOWERING TEACHER RESEARCHERS, EMPOWERING LEARNERS

‘research by teachers for teachers and their learners’
 
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Comment: Why ELT fell for the lexical sets myth – hook, line and sinker | ELgazette

Comment: Why ELT fell for the lexical sets myth – hook, line and sinker | ELgazette | <ELT Research 2> | Scoop.it
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ELT Research in Action

ELT Research in Action | <ELT Research 2> | Scoop.it
ELT Research in Action: Bridging the Gap between Research and Classroom Practice Edited by Jessica Mackay, Marilisa Birello and Daniel Xerri , published by IATEFL in April 2018 Click on th
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ELT WTF 1.03: Scott Thornbury on Conversation –

ELT WTF 1.03: Scott Thornbury on Conversation – | <ELT Research 2> | Scoop.it
This episode is a discussion with Scott Thornbury about why the way we have conversations might be very different to how you imagine, what that means for your teaching practice and how to practical…
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And how discourse analysis can inform language teaching.
 
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Computers and learner autonomy: trends and issues

Computers and learner autonomy: trends and issues | <ELT Research 2> | Scoop.it
It explores how these students use technology to support their English language learning and offers recommendations for institutions that provide self-access centres.
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How intermittent breaks in interaction improve collective intelligence

How intermittent breaks in interaction improve collective intelligence | <ELT Research 2> | Scoop.it
Many human endeavors—from teams and organizations to crowds and democracies—rely on solving problems collectively. Prior research has shown that when people interact and influence each other while solving complex problems, the average problem-solving performance of the group increases, but the best solution of the group actually decreases in quality. We find that when such influence is intermittent it improves the average while maintaining a high maximum performance. We also show that storing solutions for quick recall is similar to constant social influence. Instead of supporting more transparency, the results imply that technologies and organizations should be redesigned to intermittently isolate people from each other’s work for best collective performance in solving complex problems.
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HOW DOES OUR LANGUAGE SHAPE THE WAY WE THINK? | Edge.org

HOW DOES OUR LANGUAGE SHAPE THE WAY WE THINK? | Edge.org | <ELT Research 2> | Scoop.it
For a long time, the idea that language might shape thought was considered at best untestable and more often simply wrong. Research in my labs at Stanford University and at MIT has helped reopen this question. We have collected data around the world: from China, Greece, Chile, Indonesia, Russia, and Aboriginal Australia. What we have learned is that people who speak different languages do indeed think differently and that even flukes of grammar can profoundly affect how we see the world. Language is a uniquely human gift, central to our experience of being human. Appreciating its role in constructing our mental lives brings us one step closer to understanding the very nature of humanity.
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SKrashen: 90% fever: Should we require that the teacher use the target language 90% of the time in class?

SKrashen: 90% fever: Should we require that the teacher use the target language 90% of the time in class? | <ELT Research 2> | Scoop.it
Language teachers are told that they should make sure they use the target language in class 90% of the time or more.     I have no ide
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Asynchronous Discussions, Group Projects Still Dominate in Online Courses

Asynchronous discussions and group projects are the most important techniques currently used for online learning, according to a new survey of online education leaders from Quality Matters and Eduventures Research. When asked which online learning methods were most important at their institutions, respondents pointed to those two activities first, followed by problem-based learning, quizzes and research projects.

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Nik Peachey's curator insight, April 13, 8:51 AM

Interesting research.

Marco Bertolini's curator insight, April 14, 5:18 AM

Asynchronous discussions and group projects still dominate in online course.  While people are longing for serious games, badging and gamification.  Isn't it time for change?