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21	“You Shall Not Pass”: Predicting Attrition and Completion of an Iraqi Academic Preparatory Program
	Gresk, Rachel; Niehaus, Elizabeth
	In: Faculty Publications in Educational Administration (2021)
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22	An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators
	Mercredi, Adeline. - 2021
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23	Inférence et apprentissage du vocabulaire : effet de la lexicalisation en première langue et de la tâche
	Enhao Léger-Zheng; Olga Théophanous
	In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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24	An Exploration of Factors Influencing First-Generation College Students' Ability to Graduate College: A Delphi Study
	Gray Benson, Ashley C.
	In: All Antioch University Dissertations & Theses (2020)
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25	Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study
	Crenshaw, Andre
	In: Theses and Dissertations (2020)
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26	Best Practices in Advising Engineering Technology Students for Retention and Persistence to Graduation
	Uddin, Mohammad Moin
	In: ETSU Faculty Works (2020)
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27	First-Year Computer Science Students: Pathways and Perceptions in Introductory Computer Science Courses
	LeBlanc, Christina A
	In: Electronic Theses and Dissertations (2020)
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28	College Enrollment Trends and Pattern Evaluation “A Data Analytics Investigation”
	Pawar, Aishwary. - 2020
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29	Transformers: The Relationship between Instructor and Course Persistence among Community College Students
	Johnson, Jairus L.
	In: Dissertations (2020)
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30	The Use of Blended Learning to Support Vocabulary Learning and Knowledge Retention in Thai Tertiary EFL Classrooms
	SAENGSAWANG, PAUNLUCK,PUNTAHACHART. - 2020
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31	Supporting At-Risk Nursing Students to Increase Final Course Grade
	Merritt, Stephanie M.. - : University of Missouri -- Kansas City, 2020
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32	Factors that Influence Persistence of Biology Majors at a Hispanic-Serving Institution
	Ashford-Hanserd, Shetay; Daniel, Kristy; García, Dana M....
	In: Journal of Research in Technical Careers (2020)
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33	Cultivating Social Capital for College Success: A Case Study of Vietnamese-American Students at Two-Year Colleges
	Dang, Tram Tuyet. - 2020
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34	How to better retain teachers in one-way K-12 language immersion programs
	Blair, Collin. - 2020
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35	A Potential for Improving Honors Retention with Degree Planning
	Deka, Teddi S.
	In: Honors in Practice -- Online Archive (2020)
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36	Vocabulary Learning And Retention: Cognitive Load Framework On Trial
	Zarifi, Abdolvahed; Azizinezhad, Zeinab
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 265-278 (2020)
	Abstract: La literatura ha tenido en cuenta un gran número de estudios que investigaron los méritos y la eficacia de los métodos disponibles de enseñanza y aprendizaje de vocabulario en diferentes contextos EFL / ESL entre los cuales podemos incluir la hipótesis de carga de participación. A pesar de su uso general, algunas críticas han sido niveladas contra este modelo. Se ha propuesto recientemente un nuevo marco, marcado de carga normalmente cognitivo (CLF). Aunque CLF ha sido validado por algunos expertos en TESL, aún no se ha puesto en la prueba de acidez. El presente estudio de diseño cuasi-experimental pretest-posttest se llevó a cabo para determinar si las actividades con un alto grado de carga cognitiva, según lo predicado por el marco CLF son más efectivas para el aprendizaje y la retención de vocabulario. Para este fin, una muestra de 60 estudiantes de EFL Iraníes fue asignada a tres grupos experimentales y fue expuesta a las tareas de aprendizaje de vocabulario con diferentes índices de carga cognitiva durante 8 semanas. El grupo experimental 1 recibió las tareas con alta carga cognitiva, mientras que los grupos experimentales 2 y 3 recibieron las tareas de carga cognitiva media y baja, respectivamente. Los resultados revelaron que las tareas de vocabulario con la carga cognitiva más alta fueron las más efectivas, y las que tenían la carga más baja fueron las menos efectivas en el aprendizaje y la retención de vocabulario ; The literature has witnessed a large number of studies investigating the merits and effectiveness of the available methods of vocabulary teaching and learning in different EFL/ESL contexts among which one can refer to the involvement load hypothesis (ILH). Despite its widespread use, some criticisms have been levelled against this model. A new framework, namely cognitive load framework (CLF), has recently been proposed. Although CLF has been validated by some TESL experts, it has not, yet, been put to the acidity test. Therefore, the present quasi-experimental study was carried out to determine whether activities with higher cognitive load degrees as predicted by CLF framework are more effective for vocabulary learning and retention. To this end, a sample of 60 Iranian EFL learners was assigned to three experimental groups and was exposed to vocabulary learning tasks with different cognitive load indices for eight weeks. Experimental group 1 received the tasks with high cognitive load, while experimental groups 2 and 3 received the medium and low cognitive load tasks, respectively. The findings revealed that the vocabulary tasks with the highest cognitive load were the most effective, and those with the lowest load were the least effective in vocabulary learning and retention
	Keyword: aprendizaje de vocabulario; aprendizaje EFL; cognitive load framework; EFL learning; hipótesis de carga de implicación; involvement load hypothesis; marco de carga cognitiva; retención de vocabulario; vocabulary learning; vocabulary retention
	URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7588135
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37	Relationship between entry grades and attrition trends in the context of higher education: Implication for open innovation of education policy
	Cherian, Jacob; Jacob, Jolly; Qureshi, Rubina. - : Basel: MDPI, 2020
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38	Aggie First Scholars: A Quality Workforce Initiative for Promoting First-Generation Student Success
	Hagman, Amanda M.; Louviere, John; Kesler, Heidi...
	In: Publications (2020)
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39	Student Involvement and the Impact on Academic Success
	Hyer, Christopher
	In: Boise State University Theses and Dissertations (2019)
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40	Heritage & Family Languages in French-speaking Belgium: Issues of Legitimacy and Integration
	Forlot, Gilles
	In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal-inalco.archives-ouvertes.fr/hal-02357736 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, pp.85-101. ⟨10.18452/20619⟩ (2019)
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