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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt?
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In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021)
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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STUDENT ACHIEVEMENT INDICATORS AT DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER
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Does Native Multilingualism Lead to Enhanced Executive Functioning in Adulthood? - A Study Examining Inhibitory Control (Stroop Effect) in University Students ...
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Does Native Multilingualism Lead to Enhanced Executive Functioning in Adulthood? - A Study Examining Inhibitory Control (Stroop Effect) in University Students ...
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Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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Teaching to the test: The effects of coaching on English-proficiency scores for university entry
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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The relationship between implicit associations and the social priming of speech ...
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Design Proposal for Sign Language Services in TV Broadcasting from the Perspective of People Who Are Deaf or Hard of Hearing
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In: Applied Sciences ; Volume 11 ; Issue 23 (2021)
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The Effect of Anxiety on Academic Performance among English Language Learners College Students
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In: Doctoral Dissertations and Projects (2021)
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Reliability of spoken discourse in speakers with aphasia ...
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REVISITING PREDICTIVE POWER ANALYSES OF UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST IN TERMS OF INTENSIVE ENGLISH LANGUAGE TRAINING SUCCESS ...
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The Author Naming Task: A newly-proposed measure for assessing print exposure ...
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Hmong Dialect Intelligibility in Southeastern Yunnan: An Analysis of Which Hmong Lects Are Most Understood and Accepted
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Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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Abstract:
Undertaking IELTS (International English Language Testing System), a high-stakes, on-demand English language proficiency test, is a rite of passage for many non-native English-speaking individuals to demonstrate linguistic readiness for academic, emigrational, or vocational ambitions in Anglophone countries. Some self-directed test-takers who lack awareness of how to prepare for and succeed in the Writing module solicit written feedback (WF) via social networking services on rehearsed writing, in the hope outside expertise can provide a judgment of written readiness, suggest ways to close gaps in performance, develop test-taking skills, and enhance familiarity with task expectations. The present case study explores how four candidates preparing for IELTS Writing Task 2 engaged affectively, behaviourally, and cognitively with asynchronous, electronic written feedback provided by the researcher and how their beliefs mediated such engagement. Data was collected over four months from two sources: three rounds of rehearsed essay writing and semi-structured interviews taking place after each round. The study found that, despite detailed written feedback that explained and exemplified required performance, engagement was insufficient to bridge deficits in written performance across the project. Cognitively, learners did not always understand the intentions behind comments or what actions to take to resolve problematic textual features within how the task is assessed, leading to restricted written progress. Behaviourally, meaningful improvements in lexicogrammatical accuracy were not apparent across compositions, while notable content changes between drafts meant many errors went uncorrected. Processing WF tended to be at the surface-level, accompanied by few supplementary learning activities that the participants deemed of limited value. Affectively, the WF was highly valued and deemed confidence-building, contributing an activating effect. A range of personal-, task-, and strategy-related beliefs, some of which appeared naïve or ill-informed, impacted on how the learners engaged with the WF. The implications for practitioners of IELTS Writing preparation and test-takers are discussed.
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Keyword:
IELTS; Language test preparation; Student engagement with written feedback; Written feedback
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URL: http://hdl.handle.net/10871/127764
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Action verbal fluency in parkinson’s patients ; Fluência verbal de ação em pacientes com doença de Parkinson
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Social-pragmatic contextual comprehension in Italian preschool and school-aged children: A study using the Pragma Test
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Developing a Spoken Language Outcome Monitoring Procedure for Early Hearing Detection and Intervention Programs
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In: Electronic Thesis and Dissertation Repository (2021)
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Development of a new aphasia test for Vietnamese people (Vietnamese aphasia test)
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