Policy versus practice: Exploring factors which influence progress with ESOL students
etf:3402
This study explored the potential tension that exists between current funding and quality systems and realistic progression rates in ESOL.
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Research poster
Will Words Work?
etf:3401
This study explored whether expanding the vocabulary of vocational GCSE English resit learners would improve their grades.
Education is the passport to the future, for tomorrow belongs to those who prepare (for online teaching) today.
etf:3400
This study sought to identify how the FE sector was performing against five key areas of opportunity with an emphasis on skills and mindset.
'Teacher! No class because there’s no internet in my phone', said Zahra
etf:3399
This study explored the experiences and perceptions of Pre-entry adult ESOL students and teachers at Derby College towards remote teaching, learning and assessment during the Covid-19 lockdown.
Developing a sense of reflective practice: A study based on student engagement in English lessons for the age group 16-18 in FE
etf:3398
This study aimed at designing and exploring strategies to improve the outcome of learner performance in Functional Skills and GCSE English.
I ain’t no academic: An exploration of how to better engage plumbing learners in the study of language
etf:3397
This study explores whether engagement can be increased for vocational students by introducing more socially situated literacies into language activities.
At ease, soldier! Stop ‘smashing it out’ in a week: Extending the Functional Skills English classroom in Army Apprenticeships
etf:3396
This study explored the extent to which a flipped-classroom approach using digital resources would impact on learner engagement and progression in Functional Skills English.
Let’s get critical about remote learning …
etf:3395
This study explored the extent to which remote learning impacted on the development of learners in Further Education.
Educating in a Pandemic: A Practitioner Perspective
etf:3394
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
Stupefied by the screen: Meeting engagement needs in the online classroom
etf:3393
This study explored why - despite knowledge being readily available online - educators were experiencing a lack of 'social presence' with disengaged students not feeling part of the teaching and learning process.
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