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 Plus annual

Presents the access of premium content as premium feature

Premium Content

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 annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The following essay reports on a short exploratory qualitative study given to pre-service English teachers who were studying the class of linguistics. In the linguistics class, they studied a chapter related to how adults learn a language, and the phases they go through. Due to the relevance of this topic, the instructor asked pre-service English teachers to reflect and examine on their learning critically from two different perspectives - my reflection as a language learner and my reflection on learning. This essay used a series of open and reflective questions as the primary source of data and asked 20 pre-service English teachers to write a two-page reflection paper about their experience learning English. For the purpose of this essay, data analysis was conducted using the grounded theory approach that involved comparing a piece of data with others. Eight essays were selected using random sampling. The results exposed the different challenges and strategies that pre-service English teachers have gone through so as to learn the language and how these have changed along the years. The essay presents both some theoretical background and challenges.

Reflective learning in higher education. FAREM-Matagalpa, UNAN-Managua