UM

Browse/Search Results:  1-5 of 5 Help

Selected(0)Clear Items/Page:    Sort:
Explicating the influences that explain intention to use technology among English teachers in China Journal article
INTERACTIVE LEARNING ENVIRONMENTS, 2019,Volume: 26,Issue: 4,Page: 460-475
Authors:  Timothy Teo;  Fang Huang;  Cathy Ka Weng Hoi
Favorite |  | TC[WOS]:34 TC[Scopus]:43 | Submit date:2018/10/30
Intention To Use Technology  English Teacher  China  English As a Foreign Language  Chinese Teachers Of English  Chinese Education Technology  
Experienced EFL teachers’ beliefs about feedback on student oral presentations Journal article
Asian-Pacific Journal of Second and Foreign Language Education, 2018,Volume: 3,Issue: 1
Authors:  Bo Wang;  Shulin Yu;  Timothy Teo
Favorite |  | TC[WOS]:2 TC[Scopus]:2 | Submit date:2020/11/06
English As a Foreign Language  Oral Presentations  Teacher Belief  Teacher Feedback  
Developing Pedagogical Content Knowledge (PCK) Through Module Team Collaboration: A Case Study of Business English Teachers in China Journal article
ASIA-PACIFIC EDUCATION RESEARCHER, 2017,Volume: 26,Issue: 1-2,Page: 97-105
Authors:  Peng Wu;  Shulin Yu
Favorite |  | TC[WOS]:1 TC[Scopus]:3 | Submit date:2018/10/30
Pedagogical Content Knowledge  Teacher Collaboration  Efl Context  Business English  
Becoming a teacher in a gambling city: a case study of two pre-service teachers’ motivation for teaching in Macau Journal article
Journal of Education for Teaching, 2015,Volume: 41,Issue: 4,Page: 447-450
Authors:  Shulin Yu
Favorite |  | TC[WOS]:4 TC[Scopus]:4 | Submit date:2019/09/06
English Education  Macau  Pre-service Teachers  Teacher Motivation  
Quality input and sustainability in early immersion classrooms: A case study of an experimental school in Macao Journal article
Frontiers of Education in China, 2011,Volume: 6,Issue: 1,Page: 92-105
Authors:  Ieong,Sylvia S.L.;  Lau,Sin Peng
Favorite |  | TC[WOS]:0 TC[Scopus]:0 | Submit date:2020/11/11
continuity and sustainability in school context  English immersion instruction (EI)  Input Hypothesis  teacher development and quality input