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WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING

100%
Burzyńska K.
Teaching English with Technology
|
2012
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vol. 12
|
issue 4
48-67
EN
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
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DEVELOPING ONLINE LANGUAGE TEACHING. RESEARCH-BASED PEDAGOGIES AND REFLECTIVE PRACTICES - BOOK REVIEW

100%
Burzyńska K.
Teaching English with Technology
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2015
|
vol. 15
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issue 3
75-80
EN
book review
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Learning strategies in the digital age – towards a new taxonomy for the language classroom

63%
Burzyńska K., Krajka J.
The New Educational Review
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2015
|
vol. 41
75-85
EN
The main objective of the presented study was to propose a new taxonomy of learning strategies for the digital age. The revised taxonomy of Oxford’s SILL (1990) was implemented in a nationwide questionnaire to display the picture of strategy use, investigate relationships between particular strategy types and elicit learners’ preferences on strategy instruction. The data was processed statistically with SPSS 20 package. Results confirm high reliability of SI-LLE, indicate relatively strong relationships between particular strategy groups, where higher education institution, year of studies and teaching experience have a statistically significant effect of similar strength on strategy awareness.
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