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1. Exploring the Teaching of Speaking Through Action Research: Teachers’ Voices

3. ‘Becoming More of a Fairy Godmother Type of Teacher’: Teacher Identity Negotiation in a Time of Pandemic

5. Commentary: EMI in Vietnamese Universities—The Value of a Socio-ecological Perspective

16. Finger Tracking Methods Using EyesWeb

18. Concluding Thoughts

19. Understanding L2 Writing Teachers’ Emotions in Chinese Tertiary Context: A Qualitative Inquiry

20. Teacher Emotions and Instructional Practices: Evidence from a Process-Genre L2 Writing Classroom

21. Multidimensional Theoretical Perspectives of Teacher Emotions

22. Teacher Emotions and Instructional Practices: Evidence from a Process based L2 Writing Classroom

23. Teacher Emotions and Instructional Practices: Evidence from a Genre Based L2 Writing Classroom

24. Teacher Emotions in L2 Writing Instruction

25. Framing Teacher Emotions in the L2 Writing Classroom Context

26. The Assessment of Oracy in the EFL Classroom: Introducing a Conversation-Analytic Method for Evaluating Interactional Skills

27. Developing Chilean Pre-Service EFL Teachers’ Classroom Interactional Competence in Simulated Co-Teaching Practice Sessions

28. Tasks Matter! Insights from a Design-Based Research Project on Oral Communication Exams in the Secondary EFL Classroom

29. Foreign Language Anxiety and Speaking in English Drama Clubs: Results from a School-and-University Partnership

30. The Challenge of Learning to Listen—Insights into a Design-Based Research Study in German EFL Secondary Education

31. Implementing an Innovation to Foster Oracy—On the Research-Practice Cooperation in a Design-Based Research Study in Foreign Language Teaching

32. Re-framing Oracy in English Language Education

33. Oracy in the Primary EFL Classroom: Theoretical Considerations and Insights from Empirical Studies

34. Practice-Oriented Approaches to Researching Oracy in English Language Education: An Introduction

35. Educational Design Research for Oracy Development: Why, What, How?

36. Speaking Connects—Oral Exams at the Transition from the Primary to the Secondary EFL Classroom

37. Reconstructing Educational Administration and Leadership Language and Concepts for Teaching in the Arabian Gulf: Critical, Hermeneutic and Postcolonial Dimensions of Decolonising Curriculum

38. Health Communication in Pakistan: Establishing Trust in Networked Multilingualism

39. Coloniality, Interculturality, and Modes of Arguing

40. Intercultural Competence – A Never-Ending Journey

41. 'She Is Not a Normal Teacher of English': Photovoice as a Decolonial Method to Study Queer Teacher Identity in Vietnam’s English Language Teaching

42. The Struggle to Decolonize English in School Curricula

43. Teaching EIL as a Tool of Social and Ideological Manipulation in South Korea: Does School and Student Socioeconomic Status Matter?

44. Redefining EIL Through Embracing Transcultural Ways of Knowing: Challenges, Opportunities, and Future Directions

45. Building on and Sustaining Multilingual Children’s Cultural and Linguistic Assets in Superdiverse Early Childhood Education

46. (En)Countering the ‘White’ Gaze: Native-Speakerist Rhetorics and the Raciolinguistics of Hegemony

47. The Impact of English Proficiency on the Sociocultural and Academic Adaptation of Chinese Students in Short-term Exchange Programs: The Mediating Effects of Cultural Intelligence

48. Assessing Perspectives on Culture in Saudi EFL Textbook Discourse

49. Novice Multilingual Writers Learning to Write and Publish: An Intercultural Perspective

50. Cultural Competency as a Critical Component of Quality Public Administration Services: A Model for Leading Multicultural Teams

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