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Bridging knowledge in curriculum design: The role of explicit and tacit knowledge in implementing outcome-based education for English language lecturers

Year: 2024

Type: conference-paper

Abstract: Pane, I. I. I., Damayanti, N. A., Fibriasari, H., & Gunawan, W. (2024). Bridging knowledge in curriculum design: The role of explicit and tacit knowledge in implementing outcome-based education for English language lecturers. In D. K.-G. Chan et al. (Eds.), Evolving trends in foreign language education: Past lessons, present reflections, future directions. Proceedings from the 10th CLaSIC 2024 (pp. 28–38. Centre for Language Studies, Faculty of Arts and Social Sciences, National University of Singapore. https://doi.org/10.5281/zenodo.14504363

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.14504362

Authors: Pane, Isli Iriani Indiah, Damayanti, Nina Afria, Fibriasari, Hesti, Gunawan, Wawan

Institutions: State University of Medan, Indonesia University of Education

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W6930772978

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