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Perceptual effects of formant enhancement with the factors of phonetic type, listening conditions and language experience of listeners
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| 82 |
Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 83 |
Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 84 |
Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 85 |
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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| 86 |
On the Juridical Relevance of the Phenomenological Notion of Person in Max Scheler and Edith Stein
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| 87 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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| 88 |
Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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| 89 |
Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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| 90 |
Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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| 91 |
FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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| 92 |
“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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| 93 |
Expériences migratoires de jeunes Ouest-Africains en France
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In: Voix Plurielles; Vol. 18 No. 1 (2021); 16-33 ; 1925-0614 (2021)
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| 94 |
Exploration of the Hollowness of the Modern Men in T.S. Eliot’s “The Hollow Men” (1925): An Analytical Approach
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 51-55 ; 1923-1563 ; 1923-1555 (2021)
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| 95 |
Adult English Language Learner Pathway to Literacy Initiative: Getting Learners to the Starting Line
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 51-74 ; 2373-8936 (2021)
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| 96 |
Motivation And The Young Writer: Reimagining John Dewey's Theory Of Experience
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In: Open Access Theses & Dissertations (2021)
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Abstract:
Issues of motivation remain a perennial topic among teachers of English Language Arts and first-year college composition courses. While modern evidence-based research in educational psychology has yielded fruitful avenues for harnessing motivation in writing instruction, in recent decades, industrious composition scholars have also turned to history for insights on composition pedagogy. In this study, I also embark on a historical excavation to glean from our composition forebears regarding motivation in writing instruction. In particular, I examine how the educational writings of John Dewey were translated into the English classroom during the Progressive Era. More specifically, I seek to recover how Progressive Era compositionists have theorized John Dewey's writings on experience and its practical pedagogical applications. Finally, I advocate for a reimagining of John Dewey's theory of experience as a way of providing insights for conceiving new pedagogical practices for addressing motivation in writing instruction in today's English Language Arts and college composition course. I will show that in reimagining John Dewey's theory of experience, teachers of writing today can construct a pedagogy of experience that engages students with writing in ways that tap into natural sources of motivation.
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Keyword:
Composition; Experience; John Dewey; Liberal Studies; Motivation; Progressive Era; Rhetoric; Writing
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URL: https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=4234&context=open_etd
https://scholarworks.utep.edu/open_etd/3235
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| 97 |
The Rhetorical Mediator: Understanding Agency In Indigenous Translation And Interpretation Through Indigenous Approaches To Ux
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In: Open Access Theses & Dissertations (2021)
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| 98 |
¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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| 99 |
The Role of Translation in Multilingual User Experience
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In: Open Access Theses & Dissertations (2021)
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| 100 |
REASON, EXPERIENCE, AND LANGUAGE TO ACQUIRE KNOWLEDGE (IN WESTERN AND ISLAMIC PERSPECTIVES)
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 16, No 1 (2021): LiNGUA; 13 - 24 ; 2442-3823 ; 1693-4725 (2021)
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