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The Effects of Sign Language on Second Language Acquisition
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In: Masters of Arts in Education Action Research Papers (2016)
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| 82 |
The Effects of Content-Related Shared Book Reading on the Language Development of Preschool Dual-Language Learners
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In: Educational & Clinical Studies Faculty Publications (2016)
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| 83 |
Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis
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| 84 |
THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2016)
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| 85 |
Age and type of instruction (CLIC vs. traditional EFL) in lexical development
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In: International Journal of English Studies; Vol. 16 No. 1 (2016): Open issue; 75-96 ; International Journal of English Studies; Vol. 16 Núm. 1 (2016): Open issue; 75-96 ; 1989-6131 ; 1578-7044 (2016)
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| 86 |
Age and type of instruction (CLIC vs. traditional EFL) in lexical development
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| 87 |
Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development
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Abstract:
This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children. Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group. Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of rapidity of word recognition. The MVA strategy could be a useful strategy for Thai early childhood teachers to use in helping Thai children learn English vocabulary.
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Keyword:
; Art -- Study and teaching (Elementary) -- Thailand; ; School music -- Instruction and study -- Thailand; ; Vocabulary -- Study and teaching (Elementary) -- Thailand; English language -- Study and teaching (Elementary) -- Thai speakers; English vocabulary; music; visual art; young Thai children
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URL: https://digital.library.unt.edu/ark:/67531/metadc849681/
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| 88 |
English-Spanish Cognates in the Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, and Orthography Lessons for Latino ELLs
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In: Reading Horizons: A Journal of Literacy and Language Arts (2016)
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| 89 |
A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities
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| 91 |
Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940 (2015)
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| 92 |
Supporting vocabulary development in children who use Augmentative and Alternative Communication
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| 93 |
The Influence of Reading Bilingual Newspapers on Readability in Ethnic Chinese Descendant Readers: A Case Study with the Seattle Chinese Times
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| 94 |
Effect of Spanish-language training module on technical vocabulary acquisition
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| 95 |
Enhancing academic vocabulary knowledge through evidence-based instruction
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In: Research outputs 2014 to 2021 (2014)
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| 96 |
A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners
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In: Doctoral Dissertations and Projects (2014)
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| 97 |
What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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| 98 |
Teaching to Learn: Tapping the Rich Language Resources of Three African American Preschool Boys
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In: Theses and Dissertations (2014)
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| 99 |
EFL/ESL vocabulary teaching strategies: the effects of bottom-up and top-down approaches on the acquisition of EFL/ESL vocabulary by Chinese university students
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| 100 |
A Comparison of Lexical Inferencing Skills in Third-, Fourth-, and Fifth-Grade Students
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In: Graduate Student Theses, Dissertations, & Professional Papers (2014)
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