Titlebook: Re-Telling Our Stories; Critical Autoethnogr Gresilda A. Tilley-Lubbs,Silvia Bénard Calva Book 2016 The Editor(s) (if applicable) and The A

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Book 2016 theory and the praxis, or exemplars, of performing critical autoethnography. Each author explores personal experiences or events through the lens of critical pedagogy, underscoring the problematization of the cultural and societal context that shaped their actions, in particular as they performed i

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may hinder the training effectiveness include unfavorable class time, unclear assessment requirements, and inadequate workplace English climate and environment. Good practice examples in stage one of the project are identified to indicate the direction of further improvement for the training practic

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iew the research on written business English in particular and identify some of the skills that have been discussed in previous studies as characteristic of those that are demonstrated by successful communicators in business. In addition, I will outline some of the solutions that scholars have provi

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Silvia Bénard Calvathe UAE, the research delves deeply into teachers’ experiences and how they construct and interpret their realities within the cross-cultural dynamic of their professional lives over such a limited time. Results of this study would be of interest to administrators, curriculum/program developers, and

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David Castillo-Arceon the basis of these findings and arguments, this chapter then considers how the potential of online technologies can be maximized for university EFL learners in China. After that, this chapter acknowledges the limitations of this study and makes suggestions for further research. Finally, this chapt

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Gresilda A. Tilley-Lubbsers a powerful set of toolkits that have proved useful for investigating the links between agency, choice and context. Moreover, as the current inquiry concerns technology (non)use and language learning, it brings the two fields of work into alignment. Accordingly, this chapter will take three steps

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