Editorial: language testing in the Philippines

Plata, Sterling Miranda

doi:10.1186/2229-0443-3-1

Cited by 2 publications

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“…This potential points to one aspect of creative space in teaching which can be harnessed to address top-down curricular practices: to engage experienced teachers more seriously in promoting learner autonomy and in training younger ones in teaching divergent thinking. Plata's (2013) work expands the trajectory in understanding and unpacking the nature of teacher autonomy in the Philippines. Tracing different levels of participation in developing outcomes and activities for aligning the curricula to the goals of a university, Plata shows that even when decision-making operates at an institutional level, nuances in interpretation and practice of different stakeholders reveal layers of involvement that may either promote or limit the autonomy of teachers.…”

Section: Resultsmentioning

confidence: 88%

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

2016

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Before taking up his present post in New Zealand in 1995, he worked in England, Europe, and the Middle East as a teacher, teacher educator, manager, and advisor to ministries of education. He has recently accepted visiting professorships in Japan, Korea, and Vietnam, where he has taught undergraduate and postgraduate courses and undertaken joint research projects. His most recent books are Language teacher cognition and practice: International case studies, which he co-edited with Anne Burns, and Codeswitching in university English-medium classes: Asian perspectives, co-edited with James McLellan. He is currently co-editing a book of approaches to researching ESOL teachers' reflective practices. Phil BENSON joined Macquarie University as professor of applied Linguistics in 2014 after more than twenty years as an academic in Hong Kong. His background is in TESOL and he has taught English in Japan, Malaysia, the Seychelles, Kuwait, and Algeria. His main research interest is in autonomy and informal language learning beyond the classroom. He is the author of Teaching and researching autonomy in language learning (Pearson, 2011) and has authored many publications and coedited several collections of papers in this area. He has recently compiled (and constantly updates) a bibliography of more than 2,000 items on autonomy in learning. This interest has recently led him into research projects on study abroad, language learning and new digital media, and the roles of popular culture in second language learning. Simon BORG has been involved in the study of language teacher cognition for over 20 years and his book Teacher cognition and language education (2006, Bloomsbury) remains a central reference in this area of research. He works full-time as an ELT consultant specializing in teacher education and professional development. He is also a visiting professor of TESOL at the University of Leeds and an adjunct professor of English at Bergen University College. Details of his work are available at http://simon-borg.co.uk/. iv Contributors Noor Azam HAJI-OTHMAN is the Director of the Centre for Advanced Research (CARe), Universiti Brunei Darussalam. He is also associate professor in applied linguistics, and teaches on the English Language & Linguistics and the Communication and Media Studies programmes. His main research interests include the interactions between the indigenous languages of Brunei with Malay and English in relation to, and / or as a result of state policy on language, education, and society. He is also interested in bilingualism and bilingual education, and teaching and learning strategies in multilingual classrooms. As director of CARe, he oversees various research projects on youth, obesity, aging, social values, and welfare, topics that have national implications for Brunei; and Malay and English in terms of, or as a result of, state policy on language and education.

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Section: Resultsmentioning

confidence: 88%

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

2016

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Oral presentation difficulties – Experience of students at a polytechnic in Sarawak

Kho¹,

Abdullah²,

Leong

2015

ILS

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This study investigates areas of oral presentation difficulties experienced by students at a polytechnic in Sarawak. The participants of this study were 223 engineering and commerce students. The data were gathered through questionnaires and interviews. Findings from the data analysis show that the topmost predicament of the students in dealing with oral presentation is delivery, especially where language usage and anxiety management are concerned. Another aspect of the findings is that engineering students differ significantly from commerce students in coping with oral presentation difficulties such as preparation, organisation and delivery.

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Editorial: language testing in the Philippines

Cited by 2 publications

References 0 publications

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

Oral presentation difficulties – Experience of students at a polytechnic in Sarawak

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