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π https://www.youtube.com/@Reza.Pishghadam
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Qualitative research is a method of inquiry that focuses on understanding and interpreting subjective experiences, meanings, and social phenomena.
Here are 6 FREE videos from YALE to learn qualitative research:
1. What is Qualitative Research (Module 1): https://lnkd.in/gxsCj-7z
2. Developing a Qualitative Research Question (Module 2): https://lnkd.in/gKCzqPH5
3. Interviews (Module 3): https://lnkd.in/gWxc_eEr
4. Focus Groups (Module 4): https://lnkd.in/ganTc_yz
5. Data Analysis (Module 5): https://lnkd.in/gQniNGpi
6. Scientific Rigor (Module 6): https://lnkd.in/gsyaPkEM
________
Here are 6 FREE videos from YALE to learn qualitative research:
1. What is Qualitative Research (Module 1): https://lnkd.in/gxsCj-7z
2. Developing a Qualitative Research Question (Module 2): https://lnkd.in/gKCzqPH5
3. Interviews (Module 3): https://lnkd.in/gWxc_eEr
4. Focus Groups (Module 4): https://lnkd.in/ganTc_yz
5. Data Analysis (Module 5): https://lnkd.in/gQniNGpi
6. Scientific Rigor (Module 6): https://lnkd.in/gsyaPkEM
________
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Just published Open Access in Language Teaching :
A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022
Published online by Cambridge University Press: 30 January 2025
Kailun Wang, Rui Yuan and Peter I. De Costa
Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, namely: (1) formal training activities; (2) opportunities for teacher collaboration; and (3) self-initiated practices. For each route, we presented a critical appraisal of their design and implementation, as well as reported gains and challenges. Meanwhile, we also conducted a critical analysis of the methodological issues pertaining to the selected papers. Overall, we argue that EMI teacher development in higher education is largely construed as a hybrid, contested, and transformative enterprise featured by EMI teachers' constant boundary-crossing at different levels to seek professional growth in linguistic, pedagogical, cultural, and psychological domains. During this process, EMI teachers may encounter conflicted dispositions, power asymmetries, and individual contradictions. Such a process thus requires EMI teachers to rethink, reexamine, and reflect critically on their accustomed preconceptions and practices, in order to facilitate transformation and achieve sustainability in the long run. The review also presents implications for EMI teachers, teacher educators, policymakers, and researchers on effectively facilitating EMI teacher development in higher education.
https://www.cambridge.org/core/journals/language-teaching/article/critical-review-of-english-medium-instruction-emi-teacher-development-in-higher-education-from-2018-to-2022/274760963B396A7042ADA1E4268BCCDA
A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022
Published online by Cambridge University Press: 30 January 2025
Kailun Wang, Rui Yuan and Peter I. De Costa
Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, namely: (1) formal training activities; (2) opportunities for teacher collaboration; and (3) self-initiated practices. For each route, we presented a critical appraisal of their design and implementation, as well as reported gains and challenges. Meanwhile, we also conducted a critical analysis of the methodological issues pertaining to the selected papers. Overall, we argue that EMI teacher development in higher education is largely construed as a hybrid, contested, and transformative enterprise featured by EMI teachers' constant boundary-crossing at different levels to seek professional growth in linguistic, pedagogical, cultural, and psychological domains. During this process, EMI teachers may encounter conflicted dispositions, power asymmetries, and individual contradictions. Such a process thus requires EMI teachers to rethink, reexamine, and reflect critically on their accustomed preconceptions and practices, in order to facilitate transformation and achieve sustainability in the long run. The review also presents implications for EMI teachers, teacher educators, policymakers, and researchers on effectively facilitating EMI teacher development in higher education.
https://www.cambridge.org/core/journals/language-teaching/article/critical-review-of-english-medium-instruction-emi-teacher-development-in-higher-education-from-2018-to-2022/274760963B396A7042ADA1E4268BCCDA
Cambridge Core
A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022 | Language Teachingβ¦
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How to do a holistic literature review FAST?
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Identifying relevant papers for your literature review can be time consuming.
Litmaps is a visual tool that can accurately identify relevant papers (& related papers) for your literature review within 30 minutes.
More specifically, Litmaps helps you to
- Discover papers for your literature review.
- Visualize the relationship between papers in your literature review.
- Share papers via reference manager for your literature review.
- Get alerted about new papers to add to your literature review.
Here is an easy process on how to do so.
1. Manually identify 10 most relevant papers to your topic.
2. Now go to litmaps (dot) com and login (takes only 1 min).
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Litmaps
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