Language and the experience of learning university physics in Sweden
By J. Airey, C. Linder. 2006
205 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7f22f5ac9adafc2d6d699626d0739d182955f1ac
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- English-medium teaching in Korean higher education: policy debates and reality (2011, result): “Park 2004; Kim 2007) and internationally (e.g., Airey and Linder 2006, 2007; Vinke et al. 1998; Sert 2008) seem to confirm these findings (see ‘‘Literature review section’’).”
- Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting (2016, background): “Building on Klaassen’s work, Airey and Linder (2006) and Airey (2009) stated that in the Swedish EMI settings students often change their learning strategies in a number of ways: reading sections of work before attending lectures or not taking notes in class in order to listen more attentively (see…”
- Speaking rate and information content in English lingua franca oral presentations (2010, background): “Airey and Linder (2006), on the other hand, found that when the lectures were in English, ‘‘students asked and answered fewer questions and reported being less able to follow the lecture and take notes at the same time,” (2006, p.”