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      <title>Parallel session 5A | Poetry | Chair: Elin Stengrundet by Mariona Graell Martin</title>
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      <pubDate>2024-10-28 15:23:52 UTC</pubDate>
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         <pubDate>2024-11-22 13:54:06 UTC</pubDate>
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         <description><![CDATA[<p>References for Elias Hopkin's Presentation</p><p><br/></p><p>Ateek, M. (2021). Extensive reading in an EFL classroom: Impact and learners’ perceptions. <em>Eurasian Journal of Applied Linguistics</em>, 109–131. <a rel="noopener noreferrer nofollow" href="https://doi.org/10.32601/ejal.911195.%E2%80%8B">https://doi.org/10.32601/ejal.911195.​</a></p><p>Freyn, A. L. (2016, November 30). <em>Effects of a multimodal approach on ESL/EFL University Students’ attitudes towards poetry.</em> Journal of Education and Practice. <a rel="noopener noreferrer nofollow" href="https://eric.ed.gov/?id=EJ1139053.%E2%80%8B">https://eric.ed.gov/?id=EJ1139053.​</a></p><p>Gönen, S. İ. K. (2018). Implementing poetry in the language class: A poetry-teaching framework for prospective English language teachers.&nbsp;<em>Advances in Language and Literary Studies</em>,&nbsp;<em>9</em>(5), 28-42.​</p><p>Jeon, E.-Y., &amp; Day, R. R. (2016, October). <em>The effectiveness of ER on reading proficiency: A meta-analysis</em>. The effectiveness of ER on reading proficiency: A meta analysis. <a rel="noopener noreferrer nofollow" href="https://files.eric.ed.gov/fulltext/EJ1117026.pdf">https://files.eric.ed.gov/fulltext/EJ1117026.pdf</a> ​</p><p>Locher, F. M., Becker, S., &amp; Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. <em>AERA Open</em>, <em>5</em>(2), 233285841985204. <a rel="noopener noreferrer nofollow" href="https://doi.org/10.1177/2332858419852041">https://doi.org/10.1177/2332858419852041</a> ​</p><p>Luukka, E. (2019). Selection, Frequency, and Functions of Literary Texts in Finnish General Upper-Secondary EFL Education.&nbsp;<em>Scandinavian Journal of Educational Research</em>,&nbsp;<em>63</em>(2), 198–213. <a rel="noopener noreferrer nofollow" href="https://doi.org/10.1080/00313831.2017.1336476%E2%80%8B">https://doi.org/10.1080/00313831.2017.1336476​</a></p><p>Masrai, A., &amp; Milton, J. (2017). Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context.&nbsp;<em>TESOL International Journal</em>,&nbsp;<em>12</em>(1), 128–142.​</p><p>Muhammad, G. “Gholdy,” &amp; Gonzalez, L. (2016). Slam poetry: An artistic resistance toward identity, agency, and activism. <em>Equity &amp; Excellence in Education</em>, <em>49</em>(4), 440–453. <a rel="noopener noreferrer nofollow" href="https://doi.org/10.1080/10665684.2016.1226105">https://doi.org/10.1080/10665684.2016.1226105</a> ​</p><p>Nguyen, T. H., &amp; Truong, V. (2021). Integrating extensive reading into the lessons: Its effects on EFL high school students’ reading performance. <em>European Journal of Foreign Language Teaching</em>, <em>5</em>(5). <a rel="noopener noreferrer nofollow" href="https://doi.org/10.46827/ejfl.v5i5.3879">https://doi.org/10.46827/ejfl.v5i5.3879</a> ​</p><p>Rudd, L. L. (2012). Just <em>slammin</em><strong><em>!</em></strong> adolescents’ construction of identity through performance poetry. <em>Journal of Adolescent &amp;amp; Adult Literacy</em>, <em>55</em>(8), 682–691. <a rel="noopener noreferrer nofollow" href="https://doi.org/10.1002/jaal.00083">https://doi.org/10.1002/jaal.00083</a> ​</p><p>Schaeffer, K. (2021a, November 12). <em>Among many U.S. children, reading for fun has become less common, federal data shows</em>. Pew Research Center. <a rel="noopener noreferrer nofollow" href="https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/">https://www.pewresearch.org/short-reads/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/</a> ​</p><p>Tsang, A., &amp; Paran, A. (2020, June 5). <em>Learners’ views of literature in EFL education from curricular and assessment perspectives</em>. Login: CHPL Resource. <a rel="noopener noreferrer nofollow" href="https://research-ebsco-com.research.cincinnatilibrary.org/c/2bkdtt/viewer/pdf/4aol42znar?auth-callid=a4fb1ad6-4b1b-9b8f-a008-9a5cc8db27ae%E2%80%8B">https://research-ebsco-com.research.cincinnatilibrary.org/c/2bkdtt/viewer/pdf/4aol42znar?auth-callid=a4fb1ad6-4b1b-9b8f-a008-9a5cc8db27ae​</a></p><p>Vardell, S. M., &amp; Wong, J. S. (2014). Observe, Explain, Connect.&nbsp;<em>Science and Children</em>,&nbsp;<em>51</em>(8), 31–35.</p>]]></description>
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         <pubDate>2024-11-22 14:03:12 UTC</pubDate>
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         <description><![CDATA[<p>An impressive corpus! Congratulations!</p>]]></description>
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         <pubDate>2024-11-22 14:08:51 UTC</pubDate>
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         <description><![CDATA[<p><strong>Playing with the words ECO and ECHO </strong></p>]]></description>
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         <pubDate>2024-11-22 14:36:49 UTC</pubDate>
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