Tag: brain colour

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Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers

Authors: Peter D. Wiens, University of Nevada, USA Elena Andrei, Cleveland State University, USA Annie Chou, University of Nevada, USA April Smith, Abdou Moumouni University, Niger Billa Anassour, American Cultural Center, Niger Email: peter.wiens@unlv.edu Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.05 Citation: Wiens, P. D., Andrei, E., Chou, A., Smith, A., & Anassour, B. (2018). Teacher Training

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Using Multiple Intelligence Activities and Film to Stimulate the Communicative EFL Learner

Author: Christina Nicole Giannikas, Cyprus University of Technology, Cyprus Email: christinagian@hotmail.com Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.04 Citation: Giannikas, C. N. (2018). Using Multiple Intelligence Activities and Film to Stimulate the Communicative EFL Learner. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.04 Abstract The present Action Research (AR) study investigates the impact Multiple Intelligence (MI) activities and

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Incorporating Brain Colour into the Multiple Intelligences to Create a Blended Learning Context: Homogeneous and Heterogeneous Groups

Author: Marine Milad, Arab Open University, Kuwait Email: marinemilad@yahoo.com Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.03 Citation: Milad, M. (2018). Incorporating Brain Colour into the Multiple Intelligences to Create a Blended Learning Context: Homogeneous and Heterogeneous Groups. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.03 Abstract This paper introduces a blended learning context that creates a community of

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IAFOR Journal of Language Learning: Volume 4 – Issue 1

IAFOR Journal of Language Learning: Volume 4 – Issue 1 Editor: Dr Melinda Cowart Published: April 27, 2019 ISSN: 2188-9554 https://doi.org/10.22492/ijll.4.1 Articles They Forget That I’m There: Migrant Students Traversing Language Barriers at School Joanne Cassar and Michelle Attard Tonna, University of Malta, Malta The Path Less Taken: Incorporating Service-learning in the English Language Curricula