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Feedback on Academic Writing: ESL Instructors' and ESL Students' Perspectives
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Noninvasive neurostimulation of left ventral motor cortex enhances sensorimotor adaptation in speech production
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Auditory feedback control mechanisms do not contribute to cortical hyperactivity within the voice production network in adductor spasmodic dysphonia
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The roles of auditory and somatosensory feedback in vocal motor control
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Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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Exploring the impact of assessment on medical students’ learning
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In: Preston, RG, Gratani, M, Owens, K, Roche, P, Zimanyi, M, Malau-Aduli, B, (2020). Exploring the impact of assessment on medical students’ learning. Assessment and Evaluation in Higher Education, Vol. 45, No. 1, p. 109-124 http://dx.doi.org/10.1080/02602938.2019.1614145 (2020)
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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| 8 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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| 9 |
Production de la parole en réponse à de multiples perturbations du feedback auditif
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In: Actes de la 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-02798560 ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole, Jun 2020, Nancy, France. pp.370-378 (2020)
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Relationship between sensory memory and speech motor learning
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In: International Seminar on Speech Production ; https://hal.archives-ouvertes.fr/hal-03066082 ; International Seminar on Speech Production, Dec 2020, On line, United States ; https://issp2020.yale.edu/ (2020)
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| 11 |
Quick compensatory mechanisms for tongue posture stabilization during speech production
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In: ISSN: 0022-3077 ; EISSN: 1522-1598 ; Journal of Neurophysiology ; https://hal.archives-ouvertes.fr/hal-02615652 ; Journal of Neurophysiology, American Physiological Society, 2020, 123 (6), pp.2491-2503. ⟨10.1152/jn.00756.2019⟩ (2020)
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Contribution of sensory memory to speech motor learning
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In: ISSN: 0022-3077 ; EISSN: 1522-1598 ; Journal of Neurophysiology ; https://hal.archives-ouvertes.fr/hal-02935184 ; Journal of Neurophysiology, American Physiological Society, 2020, 124 (4), pp.1103-1109. ⟨10.1152/jn.00457.2020⟩ (2020)
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| 13 |
Providing Performance Feedback to Paraeducators Implementing PALS
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Jones, Brian. - : eScholarship, University of California, 2020
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F1 and speech rate adaptations in response to various perturbations. ; Adaptations sur le F1 et le débit en réponse à diverses perturbations
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In: Actes de la 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-02798532 ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole, Jun 2020, Nancy, France. pp.163-171 ; https://jep-taln2020.loria.fr/ (2020)
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| 15 |
Overt speech feasibility using continuous functional magnetic resonance imaging: Isolation of areas involved in phonology and prosody
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In: ISSN: 0360-4012 ; EISSN: 1097-4547 ; Journal of Neuroscience Research ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02948914 ; Journal of Neuroscience Research, Wiley, 2020, 98 (12), pp.2554-2565. ⟨10.1002/jnr.24723⟩ (2020)
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Creation of Relevant Edutainment Scenarios for Language Performance through Learning Games
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In: Virtual Edition of the International Conference The Future of Education ; https://hal.archives-ouvertes.fr/hal-03251056 ; Virtual Edition of the International Conference The Future of Education, Jun 2020, Florence, Italy (2020)
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| 17 |
Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors
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In: All Antioch University Dissertations & Theses (2020)
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| 18 |
Game-Based Coding Challenges to Foster Programming Practice
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: OASIcs - OpenAccess Series in Informatics. First International Computer Programming Education Conference (ICPEC 2020), 2020
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| 19 |
Reference Skills or Human-Centered Design: Towards a New Lexicographical Culture
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In: Lexikos; Vol. 30 (2020) ; 2224-0039 (2020)
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| 20 |
Writing in the ESL classroom: challenges, tasks, and feedback
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Abstract:
Writing is a pivotal skill that affects students beyond their years at school. Teaching students how to write in a foreign language is a challenging task that can be undertaken through different approaches. It is the teachers’ responsibility to develop teaching strategies and apply a variety of tasks to support students improve their writing skills. Teachers must consider the different perspectives on how feedback can be an effective instrument in developing these skills, as well as other competencies such as creativity and critical thinking, among others. Throughout my Practicum several activities following both product and process-based approaches were implemented and thorough feedback on linguistic and content-related aspects was provided using information and communication technologies (hereinafter, ICT). Students were surveyed and questioned on their perceptions on the writing skills developed as well as on their difficulties, which would then be contrasted with their qualitative outcome of writing activities and quantitative grades. As a result, an eclectic application of the theory researched seemed to provide the most benefit to students regarding language, content and organization of their writing. ; Escrever é uma competência fundamental que afeta os alunos para além dos anos na escola. Ensinar os alunos a escrever numa segunda língua é uma tarefa desafiadora que pode ser realizada através de diferentes abordagens. É responsabilidade dos professores desenvolver estratégias de ensino e aplicar uma variedade de tarefas para ajudar os alunos a melhorar suas habilidades de escrita. Os professores devem considerar as diferentes perspetivas de como o feedback pode ser um instrumento eficaz no desenvolvimento dessas habilidades, para além de outras como criatividade e pensamento crítico, entre outras. Nesta prática de ensino supervisionada, várias atividades que seguem abordagens baseadas em produtos e processos foram implementadas e feedback completo sobre aspetos linguísticos e relacionados com conteúdo foi fornecido, a partir do uso de tecnologias de informação e comunicação (doravante, TIC). Os alunos foram questionados sobre as suas perceções em relação às atividades de escrita aplicadas, bem como sobre o seu desenvolvimento, que seria contrastado depois com as suas notas quantitativas. Como resultado, uma aplicação eclética da teoria estudada pareceu proporcionar o maior benefício aos estudantes em relação à língua, conteúdo e organização na escrita
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Keyword:
Domínio/Área Científica::Humanidades::Línguas e Literaturas; English as a Second Language; Ensino; Escrita; Feedback; Inglês como segunda língua; Teaching; Writing
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URL: http://hdl.handle.net/10362/99795
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