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Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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| 42 |
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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| 45 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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| 46 |
THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING ...
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| 47 |
Perfil del profesor de inglés en Chile : quién es y qué enseña
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| 48 |
English and the Languages of Algeria: Suggestions towards a New Language Policy
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| 49 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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| 50 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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| 51 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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| 52 |
The specifics of creating foreign language environment as a successful journey in educational process
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| 53 |
The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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| 54 |
The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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Abstract:
This dissertation intends to determine whether task modality influences the incidence, nature and outcome of LREs that participants produce. This study is based on a spot-the-differences task performed in an EFL context. The results reveal that a greater number of LREs are produced in the oral part. Furthermore, grammatical LREs prevail in the written part and most of the LREs from the oral part are lexical. Additionally, correctly resolved LREs predominate. This project concludes that collaborative tasks which combine oral and written elements might be the most beneficial strategy to foster language learning opportunities. ; Aquesta tesi pretén determinar si la modalitat de tasca influeix en la incidència, natura i resultat d'ERLs que els participants produeixen. Aquest estudi està basat en una tasca de trobar les diferències duta a terme en un context ALE. Els resultats indiquen que un major nombre d'ERLs són produïts a la part oral. A més, els ERLs gramaticals prevalen a la part escrita i la majoria dels ERLs de la part oral són lèxics. Addicionalment, els ERLs correctament resolts predominen. Aquest projecte conclou que tasques col·laboratives incloent elements orals i escrits poden ser l'estratègia més beneficiosa per promoure l'aprenentatge d'idiomes. ; Esta tesis pretende determinar si la modalidad de tarea influye en la incidencia, naturaleza y resultado de ERLs que los participantes producen. Este estudio está basado en una tarea de encontrar las diferencias llevada a cabo en un contexto ILE. Los resultados indican que un mayor número de ERLs se producen en la parte oral. Además, los ERLs gramaticales prevalecen en la parte escrita y la mayoría de los ERLs de la parte oral son léxicos. Adicionalmente, los ERLs correctamente resueltos predominan. Este proyecto concluye que las tareas colaborativas incluyendo elementos orales y escritos pueden ser la estrategia más beneficiosa para promover la enseñanza de idiomas.
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Keyword:
Anglès com a llengua estrangera; Collaborative tasks; English as a foreign language; Episodios relacionados con la lengua; Episodis relacionats amb la llengua; Inglés como lengua extranjera; Interacció entre iguals; Interacción entre iguales; Language-related episodes; Modalidad de tarea; Modalitat de tasca; Peer interaction; Tareas colaborativas; Task modality; Tasques col·laboratives
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URL: https://ddd.uab.cat/record/249145
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| 55 |
Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 56 |
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 57 |
Social workers' management of child interpreting: a qualitative study
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| 58 |
A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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| 59 |
Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
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| 60 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
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