Intentions and realities in implementing communicative curriculum reform
248 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/80b4c9057aaa3713a78c07b2e661bd1d2a050156
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- A study of secondary school English teachers’ beliefs in the context of curriculum reform in China (2014, background): “The washback effect of high-stakes examinations on teachers’ beliefs has been reported by many studies carried out in diverse contexts, such as Orafi and Borg (2009) in Libya, Choi (2008) in South Korea, and Underwood (2012) in Japan.”
- Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices (2014, background): “Evidence of the challenges that English language teachers face when they are required to move from traditional to communicative curricula emerges from a number of studies (e.g. Orafi & Borg, 2009), though specific attention to the use of tasks has been limited (one exception is Wyatt & Borg, 2011).”
- EFL Students' Attitudes towards Learning English Language: The Case of Libyan Secondary School Students (2012, unknown): “(Orafi & Borg, 2009).”