Titlebook: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language; (Mark) Feng Teng Book 2019 Springer Nature Singapor

legislate

填料

泰然自若

Eviction

0957+561: The time delay revisited, identity obtained through English learning may motivate EFL learners to practice their agencies, which could subsequently facilitate the efficiency and effectiveness of learning. This chapter reviews howlearner identity determines their language learning effectiveness and outcomes.

tympanometry

https://doi.org/10.1007/978-3-540-30310-7ners displayed identity continuity and change in the process of building a new sense of belonging to a new learning community, and their identity continuity and change positively and negatively impacted their English learning, and vice versa. This study also discusses relevant implications for teaching and learning English in the EFL context.

Catheter

接触

How EFL Students Learn English: From the Perspective of Identity Continuity and Identity Change,ners displayed identity continuity and change in the process of building a new sense of belonging to a new learning community, and their identity continuity and change positively and negatively impacted their English learning, and vice versa. This study also discusses relevant implications for teaching and learning English in the EFL context.

窒息

aerobic

Countermand

Tereasa G. Brainerd,Roger D. Blandfordty developed through previous teaching experience and teacher training may partly help teachers to take advantage of the affordances in the working conditions and create conditions for autonomy in teaching. This chapter argues for the importance of considering the three interrelated factors as an indispensable part of teacher education.