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Autor/inAlghamdi, Noura A.
TitelEnglish-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates
QuelleIn: Arab World English Journal, 11 (2020) 2, S.275-289 (15 Seiten)
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ZusatzinformationORCID (Alghamdi, Noura A.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2229-9327
SchlagwörterEnglish (Second Language); Second Language Learning; Public Speaking; Pharmaceutical Education; Foreign Countries; Females; Undergraduate Students; Student Needs; English for Academic Purposes; Language Skills; Oral Language; Semitic Languages; Peer Relationship; Feedback (Response); Social Behavior; Learner Engagement; Saudi Arabia
AbstractDespite the complex nature of language learners' needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners' needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994; Barton and Hamilton, 1998; Street, 1984; Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates' views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners' engagement with reading and writing can help to inform EAP pedagogical practices. (As Provided).
AnmerkungenArab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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