Titlebook: Developing Materials for Innovative Teaching and Sustainable Learning; ELT Practitioners’ E Andrzej Cirocki,Raichle Farrelly,Taylor Sapp Te

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Therapie der Gonarthrose mit Hyaluronsäurekills. Various factors to be considered when developing tasks are discussed, including the local context (e.g., curricula and standards), student characteristics, classroom environment (e.g., number of children, classroom setup, available equipment), and amount of exposure. Then, this approach is ap

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ween incorporating secondary sources and maintaining the authorial voice of their texts. As a result, their literature reviews often read more like annotated bibliographies (i.e., a collection of summaries) than overviews of the current state of knowledge. Taking an eclectic approach to writing inst

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space for customized activities and tasks are rare in the market, ESP teachers must develop such materials on their own, which is a challenging undertaking. To support teachers, this chapter shares ideas about ESP materials development with a specific focus on presentation skills training in terms o

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sework in an English-medium university in rural Japan (i.e., Bennett in Readings for academic writing, 2nd edn. Akita International University Press, .; Williams et al. in Readings for academic writing. Akita International University Press, .). The chapter focuses on two specific features of the boo

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nd aesthetic study space than the University’s VLE. This chapter explores how open source, digital authoring tools provide freedoms and opportunities for learning that, until recently, did not exist and how they can be used to promote learner engagement and critical thinking skills through flipped,

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LIL community with Cognition, one of the 4Cs (i.e., Content, Communication, Cognition, Culture) of CLIL (Coyle et al. CLIL: Content and language integrated learning. Cambridge University Press, Cambridge, 2010). The other is an innovative approach named . made up of ., ., and . techniques (Davis M i