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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...18 Hits 1 – 20 of 348 1 Language learning through interaction: Online and in the classroom DeMil, Andrew J; Kozikowski, Rachel In: The Coastal Review: An Online Peer-reviewed Journal (2022) BASE Show details 2 In-Game Social Interactions to Facilitate ESL Students' Morphological Awareness, Language and Literacy Skills Tibi, Sana; Kennington, Casey; Han, Na-Eun... In: Computer Science Faculty Publications and Presentations (2021) BASE Show details 3 Comparing Instructional Methods for Address Pronouns in Second Language German ... Ryan, Caitlin. - : Arts, 2021 BASE Show details 4 Collaborative Digital Problem-Solving: Power, Relationships, and Participation Jacobs, Gloria E.; Castek, Jill In: Applied Linguistics Faculty Publications and Presentations (2021) BASE Show details 5 The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli Petek, Tomaz In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021) BASE Show details 6 Effective practices for building an online French immersion program ... Berube, Helene M.. - : Electronic version published by Vancouver Island University, 2020 BASE Show details 7 Implementation and Evaluation of Computer-Assisted Science Vocabulary Modules With Students With an Intellectual Disability and Autism: An Action Research Study Taber, Jamie Lee In: Theses and Dissertations (2020) BASE Show details 8 Examining the impact of technology-mediated oral communicative tasks on students’ willingness to communicate and communicative performance Jaramillo Cherrez, Nadia Veronica In: Graduate Theses and Dissertations (2019) Abstract: This study examines the impact of technology-mediated pedagogical tasks on students’ willingness to communicate and communicative performance in the intermediate level of Spanish at Iowa State University. Drawing from the framework on technology-mediated tasks by Gonzalez-Lloret & Ortega, 2014, and the World-Readiness Standards for communicative performance of the American Council on the Teaching for Foreign Languages, the technology-mediated pedagogical tasks were designed and implemented over the course a semester on the video platform Flipgrid. A quasi-experimental mixed-methods research with two groups of participants: (1) technology-mediated tasks (FG), and comparison group (CG) was conducted. Quantitative data sources included a pre-post survey on learners’ willingness to communicate, scores on speaking quizzes, scores on final oral presentation, scores and analytic data from the Flipgrid tasks. The qualitative data included learners’ reflections on their participation in the technology-mediated oral (FG group only), learners’ midterm and final survey, focus-group interviews with students, and semi-structured interviews with instructors. Results of this study indicated that the implementation of the technology-mediated pedagogical tasks facilitated students’ increase in their willingness to communicate and communicative performance, as well as in the use of Spanish in spontaneous ways. In addition, the findings suggest that students in the FG group perceived increased confidence in their speaking skills while participating in the tasks within a safe and free-from judgment learning environment. The findings also showed the instructor’s mixed perceptions while facilitating the technology-mediated tasks. The course instructor believed that students’ apparent growth in their communicative performance responded more from students’ interest and motivation than from extended practice. Contrastively, students in the CG had statistically significantly higher scores in the post-survey than students in the FG, specifically for the variable international posture. In addition, the CG group’s instructor perceived that students’ speaking skills related mostly to the learning environment and the support provided. This dissertation shows that the design of the pedagogical tasks is closely connected to the affordances of the technology applications, therefore, placing greater emphasis on evaluating how the technology can leverage language learning. This study has pedagogical as well as theoretical implications regarding the design of technology-mediated pedagogical tasks and the conditions of the learning environment that can foster or hinder students’ willingness to participate and communicative performance. Keyword: and Cultures; communicative performance; computer-assisted language learning; Curriculum and Instruction; Educational Methods; Instructional Media Design; language confidence; motivation; Other Languages; Societies; task-based language teaching; willingness to communicate URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=8228&context=etd https://lib.dr.iastate.edu/etd/17221 BASE Hide details 9 Documenting Digital Problem Solving: Qualitative Results Strategies and Approaches for Digital Problem Solving Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Data (2018) BASE Show details 10 Observing Digital Problem Solving Checklist Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Digital Problem Solving Toolkit (2018) BASE Show details 11 Blueprint for Designing Digital Problem Solving Tasks Castek, Jill; Gibbon, Cindy; Jacobs, Gloria... In: Digital Problem Solving Toolkit (2018) BASE Show details 12 Defining Digital Problem Solving Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Digital Problem Solving Toolkit (2018) BASE Show details 13 Digital Problem Solving: Score Report Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Digital Problem Solving Toolkit (2018) BASE Show details 14 Project Summary Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Presentations and Publications (2018) BASE Show details 15 Analyzing and Interpreting data from PIAAC’s Problem Solving in Technology Rich Environments (PSTRE) Assessment and Library Use Survey: Quantitative Results Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Data (2018) BASE Show details 16 New Trends in Second Language Learning and Teaching through the lens of ICT, Networked Learning, and Artificial Intelligence Munday, Pilar; Kannan, Jaya In: Languages Faculty Publications (2018) BASE Show details 17 Advancing Digital Equity in Public Libraries: Assessing Library Patrons’ Problem Solving in Technology Rich Environments Jacobs, Gloria In: Presentations and Publications (2018) BASE Show details 18 Supporting Digital Problem Solving Frank, Tyler In: Presentations and Publications (2018) BASE Show details 19 Executive Summary Castek, Jill; Jacobs, Gloria; Gibbon, Cindy... In: Presentations and Publications (2018) BASE Show details 20 Digital Problem Solving: The Literacies of Navigating Life in the Digital Age Jacobs, Gloria; Castek, Jill In: Presentations and Publications (2018) BASE Show details Page: 1 2 3 4 5...18

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