English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

While I have found several good textbooks to use in my university classes over the years, the defining quality of my classes always seems to have been the creation and use of texts that students themselves have produced from their own experiences.  In this piece, I will describe seven types of activity structure teachers can use to stimulate the production of student texts and then loop them back into the classroom for further student use. I will also describe four principal results of adopting such materials through this methodology—student-centered teaching, level and content sensitive materials, socialization, and emic pedagogy—and explain their impact on students in terms of SLA, identity construction, and community formation.私が大学で教鞭をとってきた中で、良い教科書はいくつかあったが、授業の質に決定的な影響を与えたのは、学生自身が文章を書き、それを教材として使用することである。本論では、学生が自らの経験を綴ることを手助けし、それをさらなる学びの教材として授業で循環させる七つの手法を紹介する。それらは、学習者中心の教授法、学習者に適したレベルと内容の教材の使用、学生同士の交流、学習者の周辺環境や文化を包括したイーミックな教授法emic pedagogyの活用であり、その手法による、主な四つの効果と第二言語学習、アイデンティティ構築、そしてコミュニティの育成構築に与えるインパクトについても言及する。

Ask Your Students for a Change: Using Student Produced and Selected Materials (SPSMs) in Dialogic Pedagogy