Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

This embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionna...

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Detalles Bibliográficos

Principais autores:	Remy Decorte, Stéphane Colognesi, Dylan Dachet, Fanny Meunier
Formato:	Artigo
Idioma:	Inglês
Publicado:	Castledown Publishers 2024-10-01
Series:	Australian Journal of Applied Linguistics
Assuntos:	metacognition in-service language teachers Second/Foreign Language Teaching Design-Based Research metacognitive oracy instruction teacher professional development
Acceso en liña:	https://www.castledown.com/journals/ajal/article/view/1531
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