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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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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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| 11 |
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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Abstract:
The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.
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Keyword:
autonomous learning process; english language teaching; Language. Linguistic theory. Comparative grammar; LC8-6691; learner autonomy; P101-410; public speaking ability; reflection practices; Special aspects of education
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URL: https://doi.org/10.17509/ijal.v10i1.25037
https://doaj.org/article/3d76aef8085f4342bb2c481dfb5bf05b
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| 12 |
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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| 15 |
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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