The Washback Effect of Task-Based Language Assessment on ESL Teachers and Students in a Low-Stakes Instructional Context in Egypt by Makkar, Marina Alfonse

“…This study investigated the washback effects of TBLA in a low-stakes English-language instructional context at a school of continuing education (SCE) in an Egyptian private university. …”
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EFL students’ WTC across communicative situations in an instructional context: a quantitative study with focus on a public university in Ethiopia

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Misunderstanding in second language instructional communication

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Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour

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Lecturer perceptions of pre-service teachers' English oral proficiency during instructional communication

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Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools by Minas, Edith Christina

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Teaching Intercultural Communicative Competence (ICC) at the AFL Novice Level: Teachers’ Practices and Constraints by Fahmy, Nancy

“…Using an explanatory sequential mixed-methods design, quantitative data were collected through a bilingual (Arabic–English) online survey completed by 54 AFL teachers working across instructional contexts in Egypt, Jordan, the United Kingdom, and the Netherlands. …”
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Explaining low learner participation during interactive television instruction in a developing country context

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