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Vocabulary and the Upper-division Language Curriculum: The Case of Non-native and Heritage Spanish Majors
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In: L2 Journal, vol 12, iss 3 (2020)
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| 2 |
Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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| 3 |
自然發音與詞彙教學對高中生單字及搭配詞學習成效之研究 ; The Effects of Phonics and Lexical Approach on Senior High School Students’ Vocabulary and Collocation Knowledge
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| 4 |
Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe ...
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| 5 |
The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ...
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| 6 |
Gesture Gives Bilingual Children a Hand with Spatial Vocabulary
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In: Psychology Dissertations (2020)
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| 7 |
Implementing an Enriched Language Development Program for Learning Support Students
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In: Journal of Practitioner Research (2020)
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| 8 |
Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
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McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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| 9 |
Implementation and Evaluation of Computer-Assisted Science Vocabulary Modules With Students With an Intellectual Disability and Autism: An Action Research Study
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In: Theses and Dissertations (2020)
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| 10 |
A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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Abstract:
Meta-analytic reviews collect available empirical studies on a specified domain and calculate the average effect of a factor. Educators as well as researchers exploring a new domain of inquiry may rely on the conclusions from meta-analytic reviews rather than reading multiple primary studies. This article calls for caution in this regard, because the outcome of a meta-analysis is determined by how effect sizes are calculated, how factors are defined, and how studies are selected for inclusion. Three recently published meta-analyses are re-examined to illustrate these issues. One illustrates the risk of conflating effect sizes from studies with different design features, another illustrates problems with delineating the variable of interest, with implications for cause-effect relations, and the third illustrates the challenge of determining the eligibility of candidate studies. Replication attempts yield outcomes that differ from the three original meta-analyses, suggesting that also conclusions drawn from meta-analyses need to be interpreted cautiously.
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Keyword:
computer-mediated pragmatics instruction; corpus use for vocabulary learning; Education; Language and Literacy Education; meta-analysis; replication; task-based language teaching programs
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URL: https://ir.lib.uwo.ca/edupub/278
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1285&context=edupub
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| 11 |
A Meta-analysis on the Effects of Vocabulary Instruction for English Learners
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| 12 |
The Effect of ZPD-activated Instruction on EFL Learners' Vocabulary Knowledge and Written Lexical Density
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In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 81-96 (2020) (2020)
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| 13 |
Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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