Autonomy empowers international students to learn
new vocabulary and reading strategies
for academic discussions. The manner that learning
opportunities are maximized in the academic
reading classroom depends on the type of websites utilized
as well as the assessment of student accountability.
Several websites will be presented that facilitate
student-centered academic discussions concerning relevant
news media content. Also discussed are useful classroom
teaching microstrategies that foster student
preparation and presentation of academic discussions through
analysis of vocabulary classifications
and dialogue of current events.
|Keywords:||Autonomy, Technology, Second Language Education, Reading, Vocabulary, Internet|
Assistant Professor of TESOL, TESOL Section, Department of World Languages, Eastern Michigan University, Ypsilanti, Michigan, USA
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