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Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.
Results indicated that English language learning (ELL) students enrolled in CALLA classrooms made substantial progress in acquiring content knowledge and skills, English language proficiency, and learning strategies.
The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English.
As a result, the demands for English skills in all aspects are crucial in response to the importance of English and the impact of globalization.
This shows the weaknesses of English Language courses in helping the students to acquire the language skills needed by the faculty.
The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context.