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Automatic Detection of Plagiarism in Writing
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Abstract:
At the heart of Kunitz, Markee, and Sert’s (2021) edited volume is the question of how classroom interaction can contribute to second language acquisition. Using conversation analysis (CA) as a methodological tool to answer this question, the editors and contributing authors of this book also endeavor to package their findings in ways that are accessible for all kinds of language teaching professionals (e.g., pre- and in-service teachers, language program administrators, teacher supervisors, etc.). Their main argument for doing so hinges on the fact that research can sometimes occur in a vacuum, and that stakeholders need to develop a “consumers’ understanding” (p. 1) of how to translate findings from CA in order to inform curricular change.
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Keyword:
Conversation Analytic Research; English language; LB5-3640; PE1-3729; Theoretical and Applied Perspectives on Pedagogy; Theory and practice of education
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URL: https://doi.org/10.52214/salt.v21i2.8756 https://doaj.org/article/df4f20da9cf44ffebff68e529c78084e
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8 |
Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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10 |
Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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11 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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12 |
Readers' Credits for Volume 21, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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13 |
An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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14 |
Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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15 |
Automatic Detection of Plagiarism in Writing
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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16 |
Readers' Credits for Volume 21, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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