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The University of Pittsburgh English Language Institute Corpus (PELIC) ...
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Second Language Acquisition and Standardized Assessment Practices
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In: College of Education Theses and Dissertations (2020)
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Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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Communicative Competence: The Role of Grammar in Teaching English as a Second Language
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2020)
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Adolescent English learners’ language development in technology-enhanced classrooms
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Carhill-Poza, Avery; Chen, Jie. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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Learning English in a mobile-technology-assisted environment in China: Perception, process and Community of Practice
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Abstract:
This thesis investigates how Chinese university students learn English in a mobile-technology-assisted environment. The conceptualisation draws on three strands of research: language learning strategies (Dörnyei, 2005), learner agency (Suárez et al., 2018) and Community of Practice (Wenger, 1998). This study employs a mixed methods research design to examine: 1) participants’ perceptions towards mobile-technology-assisted learning; 2) the strategies they adopt in such a ubiquitous environment; and 3) their development of agency and Community of Practice through discussion tasks on WeChat (a mobile social network application). Both qualitative and quantitative data were collected from 321 Chinese university English as a foreign language (EFL) students via a questionnaire, recorded exchanges on WeChat, and semi-structured interviews. It was found that participants showed overwhelmingly positive attitudes towards mobile-technology-assisted learning. Emotion control strategies were found the most influential in shaping participants’ learning behaviours in a mobile-technology-assisted learning environment, overtaking metacognitive and environmental control strategies commonly observed in Chinese learners in a traditional teacher-led and computer-assisted classroom. WeChat-assisted discussion was widely perceived by the participants to be helpful to create a virtual learning community and sustain English learning beyond the classroom. All six dimensions of learner agency (goals, content, actions, strategies, reflection and monitoring) and three characteristics of Community of Practice (joint enterprise, mutual engagement and shared repertoire) were well identified in WeChat-assisted discussion tasks. However, teacher instruction and intervention were found to consistently play a crucial role in securing and enhancing participants’ engagement.
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Keyword:
Community of Practice; English as a foreign language (EFL); Learner agency; Learning strategies; Mobile assisted language learning (MALL); The Chinese context
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URL: https://hdl.handle.net/2123/23022
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Teachers Supporting New Immigrant ESL Learners
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In: The Organizational Improvement Plan at Western University (2020)
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How learner corpus research can inform language learning and teaching: an analysis of adjective amplification among L1 and L2 English speakers
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INTELLIGENT TUTORING SYSTEMS, PEDAGOGICAL AGENT DESIGN, AND HISPANIC ENGLISH LANGUAGE LEARNERS
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In: Doctoral Dissertations (2020)
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The effect of autonomous learning process on learner autonomy of English public speaking students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 194-205 (2020) (2020)
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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EFL students’ attitudes towards learner autonomy in English vocabulary learning
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 86-94 (2020) (2020)
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A case study on the impacts of advising on EFL teacher development
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 75-85 (2020) (2020)
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How silence facilitates verbal participation
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 188-197 (2020) (2020)
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Utilizing learner language to craft well–targeted endorsements in English language teaching practices
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 254-262 (2020) (2020)
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Negotiating Identities in Middle School Science: Impacts on Students’ Perceived Expertise and Small Group Participation
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In: All Graduate Theses and Dissertations (2020)
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