000			03658nam a2200397 i 4500
001			256456
003			TH-BaBU
005			20250302083414.0
008			220412s2022 paua fob 001 0 eng
040			_aDLC _beng _erda _cTH-BaBU
020			_a9781668442074 (electronic bk.)
020			_a9781668442050
020			_a9781668442067
050	0	4	_aPE1128.3 _b.E58 2022
082	0	4	_a428.00785 _223
049			_aMAIN
245	0	0	_aEnglish as a foreign language in a new-found post-pandemic world / _c[edited by] Walaa M. El-Henawy, Maria del Mar Suarez.
264		4	_aHershey, Pa. : _bIGI Global, _c©2022
300			_a1 online resource.
336			_atext _2rdacontent
337			_acomputer _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aAdvances in educational technologies and instructional design (AETID) book series
500			_a"Premier reference source"--Cover
504			_aIncludes bibliographical references and index.
520			_a"Focusing on English as a Foreign Language (EFL), this book offers an overview of chapters that offer wise advice coming from real practice or grounded theory on how to approach EFL teaching in this 'new normal' situation, maximizing e-learning environments"-- _cProvided by publisher
505	0		_aSection 1. EFL learning and teaching in a post-pandemic world. Chapter 1. From face-to-face to online foreign language teaching: capitalising on lessons learned during COVID-19 ; Chapter 2. COVID-19 pandemic's impact on English as a foreign language teaching in Spain ; Chapter 3. Students' self-directed learning techniques and attitudes toward online English language learning ; Chapter 4. English learners' self-regulated learning strategies: a comparison of their experiences in face-to-face and online education ; Chapter 5. EFL teachers' challenges and coping strategies in emergency remote teaching during the COVID-19 pandemic ; Chapter 6. Silver linings: from emergency remote teaching to EAP resiliency ; Chapter 7. Foreign language writing boredom and anxiety in online classes: the impact of freewriting ; Chapter 8. Pre-service EFL teacher candidates' concerns over digital language assessment and test anxiety ; Chapter 9. Using digital storytelling as a tool for reflection in the Libyan EFL literature classroom -- Section 2. EFL learning environments and instructional designs in a post-pandemic world. Chapter 10. Social impact of digital English language learning environments ; Chapter 11. Online community projects and post-pandemic EFL curricula in secondary schools ; Chapter 12. Promoting interaction for language learners in blended learning environments through OEIP ; Chapter 13. Fostering social language learning in massive online courses: the role of discussion forums and social media ; Chapter 14. Using computer-mediated communication and virtual instruction to develop l2 pragmatic ability: the speech act of making suggestions ; Chapter 15. Integrating virtual exchange practices and digital instructional tools in EFL courses at university level.
650		0	_aEnglish language _xComputer-assisted instruction for foreign speakers. _970261
650		0	_aEnglish language _xStudy and teaching _xForeign speakers. _930707
650		0	_aEnglish language _xStudy and teaching _xTechnological innovations. _9106726
650		0	_aCOVID-19 Pandemic, 2020- _xInfluence. _9166198
700	1		_aEl-Henawy, Walaa M., _d1980- _eeditor. _9166199
700	1		_aSuarez, Maria del Mar, _d1980- _eeditor. _9166200
856	4	1	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3387644 _zElectronic Resources
942			_2lcc _cEB
999			_c256456 _d256456