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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 A call for cautious interpretation of meta-analytic reviews Boers, Frank; Bryfonski, Lara; Faez, Farahnaz... In: Education Publications (2020) BASE Show details 2 Vocabulary learning and retention through multimedia glossing Ramezanali, Nasrin; Faez, Farahnaz. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019 Abstract: Drawing on Mayer’s (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners’ vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learners’ perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching. Keyword: Glossing; Immediate and Delayed Word Retention; Multimedia Learning; Vocabulary Learning and Teaching URL: http://hdl.handle.net/10125/44685 BASE Hide details 3 Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Cooke, Shelley; Faez, Farahnaz. - : University of New Brunswick, 2018. : Érudit, 2018 BASE Show details 4 Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Cooke, Shelley; Faez, Farahnaz In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 1-18 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 1-18 ; 1920-1818 ; 1481-868X (2018) BASE Show details 5 Critical Language Awareness Taylor, Shelley K.; Despagne, Collette; Faez, Farahnaz In: Education Publications (2017) BASE Show details 6 Language Planning Faez, Farahnaz; Taylor, Shelley K. In: Education Publications (2017) BASE Show details 7 The Common European Framework of Reference (CEFR) in Canada: A Research Agenda Arnott, Stephanie; Brogden, Lace Marie; Faez, Farahnaz... In: Canadian Journal of Applied Linguistics; Vol. 20 No. 1 (2017); 31-54 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 1 (2017); 31-54 ; 1920-1818 ; 1481-868X (2017) BASE Show details 8 Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners Faez, Farahnaz In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 35 No. 3 (2012); 64-84 ; Revue canadienne de l'éducation; Vol. 35 No 3 (2012); 64-84 ; 1918-5979 ; 0380-2361 (2012) BASE Show details 9 Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters Faez, Farahnaz In: Education Publications (2012) BASE Show details 10 The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario Faez, Farahnaz; Majhanovich, Suzanne; Taylor, Shelley... In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 1-19 ; 1920-1818 ; 1481-868X (2012) BASE Show details 11 Are you a native speaker of English? : Moving beyond a simplistic dichotomy Faez, Farahnaz In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 8 (2011) 4, 378-399 BLLDB OLC Linguistik Show details 12 Reconceptualizing the native/nonnative speaker dichotomy Faez, Farahnaz In: Journal of language, identity & education. - Mahwah, NJ : Erlbaum 10 (2011) 4, 231-249 BLLDB OLC Linguistik Show details 13 The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario Faez, Farahnaz; Majhanovich, Suzanne; Taylor, Shelley K.... In: Education Publications (2011) BASE Show details 14 Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada Faez, Farahnaz In: Education Publications (2011) BASE Show details 15 Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada Faez, Farahnaz In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 29–49 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 29–49 ; 1920-1818 ; 1481-868X (2011) BASE Show details

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