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Label definitions augmented interaction model for legal charge prediction
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In: https://link.springer.com/book/10.1007/978-3-030-72113-8 (2021)
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DNA Methylation Biomarkers of IQ Reduction are Associated with Long-term Lead Exposure in School Aged Children in Southern China
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The trans-ancestral genomic architecture of glycemic traits.
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The trans-ancestral genomic architecture of glycemic traits.
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In: Nature genetics, vol. 53, no. 6, pp. 840-860 (2021)
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Are the protective benefits of vitamin D in neurodegenerative disease dependent on route of administration? A systematic review
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In: https://www-tandfonline-com.proxy.library.adelaide.edu.au/doi/full/10.1080/1028415X.2018.1493807 (2020)
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Prescribing competency assessment for Canadian medical students: a pilot evaluation
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Native-speakerism in ELT: A case study of English language education in China
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The Next Frontier in Communication and the ECLIPPSE Study: Bridging the Linguistic Divide in Secure Messaging
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In: Schillinger, D; McNamara, D; Crossley, S; Lyles, C; Moffet, HH; Sarkar, U; et al.(2017). The Next Frontier in Communication and the ECLIPPSE Study: Bridging the Linguistic Divide in Secure Messaging. JOURNAL OF DIABETES RESEARCH. doi:10.1155/2017/1348242. UC San Francisco: Retrieved from: http://www.escholarship.org/uc/item/0384j5vf (2017)
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A comparative study of students' strategy use in reading texts for the IELTS test and those for academic study
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Abstract:
This study examines the extent to which IELTS reading reliably tests the needs of academic reading. Fifty-two IELTS test-takers enrolled on a 10-week IELTS course in Ireland were recruited for a mixed-method investigation into their reading strategies. In order to compare changes in participants’ beliefs about their strategy use with their actual use of strategies during reading, questionnaires and think-aloud were conducted at the beginning and the end of the IELTS class. A third think-aloud was carried out after the participants started university study, exploring the longitudinal impact of IELTS training on academic reading. Strategies were categorised and analysed based on processing depth: text-base(d), situation model, and comprehension monitoring. Finally, 12 participants and 5 IELTS teachers were interviewed about how IELTS-prep might have influence on academic reading. The findings of this study indicate that the IELTS reading task and academic reading trigger different types of processing. Furthermore, how participants perceived their strategy use was by no means identical to what they were observed to do in practice. The participants were, to some extent, increasingly aligning their approach to academic reading to the narrower expectations of the IELTS test – a potentially constraining type of washback. This finding was confirmed through the interview data, where it was found that pedagogical practices associated with test preparation were at risk of influencing reading strategies more generally and over the longer term. It is proposed based on these findings that future IELTS test design should accommodate the full range of academic reading needs.
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Keyword:
academic reading; critical reading; IELTS reading construct; reading development; reading strategies
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URL: http://hdl.handle.net/2086/17306
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Evaluation of statistical text normalisation techniques for Twitter
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Evaluation of statistical text normalisation techniques for Twitter
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Evaluation of statistical text normalisation techniques for Twitter
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How does studying abroad change Chinese students' choice of reading strategies?
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Liu, J.. - : University of Toronto Press, 2016
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Methods for conducting systematic reviews of risk factors in low- and middle-income countries
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Social touch gesture recognition using random forest and boosting on distinct feature sets
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Reading transition in Chinese international students: through the lens of activity system theory
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Physical activity during pregnancy and language development in the offspring
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A statistical study on ELF-whistlers/emissions and M ≥ 5.0 earthquakes in Taiwan
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