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Simple Search
Hits 1 – 7 of 7
1
LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
Huifang Lydia Li
;
Iwashita, Noriko
. - : SAGE Journals, 2019
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2
The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
Huifang Lydia Li
;
Iwashita, Noriko
. - : Figshare, 2019
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3
The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
Huifang Lydia Li
;
Iwashita, Noriko
. - : Figshare, 2019
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4
LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
Huifang Lydia Li
;
Iwashita, Noriko
. - : SAGE Journals, 2019
BASE
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5
Teachers' perceptions of learner engagement in L2 classroom task-based interaction
Dao, Phung
;
Mai Xuan Nhat Chi Nguyen,
;
Iwashita, Noriko
. - : Routledge, 2019
Abstract:
This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers relied on in order to evaluate learner engagement. They included learners' level of deep thinking and attention to their partner's ideas, amount of content production, and level of interactiveness (e.g. amount of interaction and assistance). Only a small number of participants relied on learners' enthusiasm and positive attitudes in interaction, perceived as emotional engagement, to judge the learner engagement level. The results are discussed in terms of similarities and differences between L2 teachers and researchers in conceptualising the construct of learner engagement. The study also provides pedagogical implications regarding assessing learner engagement when implementing classroom peer interaction and suggests guidelines for promoting teachers' generation of L2 theories in teacher education courses.
Keyword:
L2 learning
;
L2 task-based interaction
;
Learner engagement
;
Teacher education
;
Teachers’ perceptions
URL:
https://espace.library.uq.edu.au/view/UQ:c80deb9
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6
Development of English question formation in the EFL context of China: recasts or prompts?
Li, Huifang
(Lydia);
Iwashita, Noriko
. - : John Benjamins Publishing, 2019
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7
The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students
Li, Huifang
(Lydia);
Iwashita, Noriko
. - : SAGE Publications, 2019
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