paradigmatic assumptions by LIU Yi https://padlet.com/yliu334/ze1r0gifcgzc222b en-us 2020-11-01 07:33:58 UTC 2026-01-06 20:23:44 UTC hello@padlet.com https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.1002/tesq.610 yliu334 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879508056 Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Interpretivist assumption
]]> 2020-11-01 07:41:12 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879508056 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.1002/tesq.583 yliu334 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879512740 The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters
Interpretivist assumption
]]> 2020-11-01 07:44:03 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879512740 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.1002/tesq.580 yliu334 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879516830 An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
Interpretivist assumption
]]> 2020-11-01 07:46:31 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879516830 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.1002/tesq.569 yliu334 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879518403 Figured Worlds in Transnational Transmodal Communications
interpretivist assumption
]]> 2020-11-01 07:47:31 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879518403 https://doi-org.ezproxy.is.ed.ac.uk/10.2307/40264510 381957243 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879867623 Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds?
Realist assumption
]]> 2020-11-01 12:34:26 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879867623 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.1002/tesq.427 381957243 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879871756 Mixed Methods Research in TESOL: Procedures Combined or Epistemology Confused?
Interpretivist assumption
]]> 2020-11-01 12:38:00 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879871756 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.5054/tq.2010.237337 381957243 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879873631 Critical Participatory Looping: Dialogic Member Checking With Whole Classes
Post-positivist
]]> 2020-11-01 12:40:21 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879873631 https://onlinelibrary-wiley-com.ezproxy.is.ed.ac.uk/doi/10.2307/3588346 381957243 https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879875238 Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL
Post-positivist]]> 2020-11-01 12:41:56 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/879875238 Feedback from Xiaomei xiaomeisun https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/880551546 Thank you for your collaborative work! I randomly read through one article you selected, Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL, but I do not quite agree with your judgment— post-positivist—as the paradigm. I prefer to say ‘critical’, or ‘critical-feminism’ as the article touched on. In addition, it would be better if you could provide a summary/conclusion as the instructions suggest. ]]> 2020-11-01 22:05:34 UTC https://padlet.com/yliu334/ze1r0gifcgzc222b/wish/880551546