Hits 1.441 – 1.451 of 1.451
| 1441 |
Linguistic diversity as a motivating and inclusive factor in primary shool
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1442 |
Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1444 |
Hot Potatoes activities to improve grammatical accuracy across different proficiency courses ; Hot potatoes para la mejora de los tiempos verbales en cursos de distintos niveles lingüísticos
|
|
|
|
Abstract:
Este estudio explora el efecto de realizar ejercicios en Hot Potatoes sobre la utilización de los tiempos verbales de tres grupos de diferente nivel de inglés como Lengua Extranjera, ILE, - B2 (intermedio alto), C1 y C2. Para ello, se midió la utilización de los tiempos verbales antes y después del tratamiento. Este consistió en completar ejercicios en Hot Potatoes y acceder a explicaciones teóricas sobre los usos y funciones de los tiempos verbales. Los resultados indicaron que la intervención solo fue beneficiosa para el grupo de C1, ya que los otros dos grupos no experimentaron mejoras significativas. Los resultados, por lo tanto, solo sustentan parcialmente los beneficios del Aprendizaje de Lenguas Asistido por Ordenador (ALAO) para la mejora de la gramática y remarcan la importancia de considerar el nivel de competencia lingüística al diseñar experiencias ALAO. Finalmente, se sugiere que, para aumentar su incidencia, estas prácticas deberían ser más personalizadas y dinámicas y estar mejor integradas. ; Few studies have gauged the effects of Computer Assisted Language Learning –CALL– on the verbal accuracy of students. The current study explores the use of Hot Potatoes JCloze-type exercises as supplementary classroom work to enhance the English tense accuracy of university students enrolled in three EFL proficiency level courses -high-intermediate (B2) and advanced (C1 and C2). Tense marking was measured before and after a period of autonomous, self-paced CALL work in which students could access theoretical information and practiced with Hot Potatoes exercises. The comparisons revealed that the experience was mainly beneficial for the C1 level course group, the other two experimenting non-significant gains. Results only partially support a boosting effect of CALL additional practice. They also suggest that proficiency should be taken into consideration as it can affect the effect of treatment as not all the proficiency level courses experienced advantages. Alternatives to improve effectiveness are then suggested. ; The present stydy was supported by the 6550/2012-14 Education Innovation Project: from the University of the Basque Country (UPV/EHU)
|
|
Keyword:
ALAO; CALL; EfL; Gramática; Grammar; ILE; Nivel; Proficiencia; Proficiency; Technology; Tenses; Tiempos verbales
|
|
URL: https://doi.org/10.18172/jes.3969
https://hdl.handle.net/2454/42242
|
|
BASE
|
|
Hide details
|
|
|
| 1445 |
Collaborative writing: product, process and students' perceptions in secondary school EFL writing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1446 |
Vocabulary notebooks: a tool to enhance memory or a memories notebook?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1447 |
Teachers’ beliefs about oral corrective feedback: a comparison of secondary and adult education
|
|
Roothooft, Hanne. - : Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
|
|
BASE
|
|
Show details
|
|
|
| 1448 |
Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: does CLIL in the foreign language make a difference?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1449 |
Flipping the EFL classroom in a secondary education setting: Students’ perceptions and academic performance
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1450 |
Benefits of using translation and the L1 in the EFL classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 1451 |
Intercultural learning and Dörnyei´s L2 motivational self system: a study on the relationship between the learning situation and the ideal and ought-to L2 selves
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
