Titlebook: English Education in Oman; Current Scenarios an Rahma Al-Mahrooqi,Christopher Denman Book 2018 Springer Nature Singapore Pte Ltd. 2018 educ

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書(shū)目名稱English Education in Oman影響因子(影響力)




書(shū)目名稱English Education in Oman影響因子(影響力)學(xué)科排名




書(shū)目名稱English Education in Oman網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱English Education in Oman網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱English Education in Oman被引頻次




書(shū)目名稱English Education in Oman被引頻次學(xué)科排名




書(shū)目名稱English Education in Oman年度引用




書(shū)目名稱English Education in Oman年度引用學(xué)科排名




書(shū)目名稱English Education in Oman讀者反饋




書(shū)目名稱English Education in Oman讀者反饋學(xué)科排名

Aids209

移植

2213-6967 ture trajectories of English education in Oman.Explores area.This book explores an area that has been somewhat overlooked in the literature to date – the current status and future trends of English education in Oman. It offers a variety of theoretical and methodological approaches to the subject and

Density

HILAR

Book 2018n settings; the integration of learner identity into English language instruction; country- and culture-specific concerns with conducting research with Omani participants; the strategic demands of building stronger links between education and workforce needs; and developing learner autonomy and motivation..

Keratin

Keratin

https://doi.org/10.1007/978-1-349-16656-5se people conduct their work. These recommendations are offered as guidelines for instructors who conduct research with their own students and also seek to encourage researchers to explicitly acknowledge some of the issues associated with asymmetrical power relationships in the classroom.

Morsel

Fabric

https://doi.org/10.1057/9780230100091cs, and IT. This paper looks at some preliminary concepts and concerns which could be beneficial to Omani colleges seeking to set up support, or remedial, programs, and structures, before discussing the ways in which such programs can have a positive impact on students who may otherwise not complete their studies.

orient

https://doi.org/10.1007/978-1-4419-6263-8ng process and that, as a result, they display low levels of autonomy and little inclination toward developing as autonomous learners. The reasons for this situation within Oman are explored before ways in which greater autonomy can be encouraged in learners are explored.