Page: 1 2 3 4 5 6 7 8 9... 76
81 |
Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches
|
|
|
|
In: School of Languages and Cultures Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
82 |
La retroacció correctiva oral amb estudiants adults poc escolaritzats
|
|
|
|
BASE
|
|
Show details
|
|
83 |
Eficacia de los procedimientos de retroalimentación para mejorar el conocimiento declarativo de los estudiantes en un entorno de lectura orientado a tareas
|
|
|
|
BASE
|
|
Show details
|
|
84 |
Rediscovering feedback and experiential learning in the English-medium instruction classroom
|
|
|
|
In: Journal of University Teaching & Learning Practice (2021)
|
|
BASE
|
|
Show details
|
|
85 |
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
|
|
|
|
In: Test Series for Scopus Harvesting 2021 (2021)
|
|
BASE
|
|
Show details
|
|
86 |
Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery
|
|
|
|
In: Journal of University Teaching & Learning Practice (2021)
|
|
BASE
|
|
Show details
|
|
87 |
DIY assessment feedback: Building engagement, trust and transparency in the feedback process
|
|
|
|
In: Journal of University Teaching & Learning Practice (2021)
|
|
BASE
|
|
Show details
|
|
88 |
Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System
|
|
|
|
BASE
|
|
Show details
|
|
90 |
Supervised attention from natural language feedback for reinforcement learning
|
|
|
|
BASE
|
|
Show details
|
|
91 |
Multimodality and translanguaging in negotiation of meaning
|
|
|
|
Abstract:
The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college-level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning-making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners' multilingual repertoires which reinforced and complemented meaning-making during these episodes.
|
|
Keyword:
computer-mediated communication; English; foreign language instruction; higher education; interactional feedback; multimodality; negotiation of meaning
|
|
URL: https://doi.org/10.1111/flan.12547 http://hdl.handle.net/10609/137161
|
|
BASE
|
|
Hide details
|
|
92 |
Self-reported feedback in ICT-delivered aphasia rehabilitation: a literature review
|
|
|
|
BASE
|
|
Show details
|
|
93 |
Feedback and Creativity in Interior Design Studio: A Case study-mixed methods of a Junior Level Light Fixture Project
|
|
|
|
BASE
|
|
Show details
|
|
94 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
95 |
Feedback is a gift: Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
|
|
|
|
In: Practical Assessment, Research, and Evaluation (2021)
|
|
BASE
|
|
Show details
|
|
96 |
EFL Lecturers' Perception and Practice of Screencast Feedback
|
|
|
|
In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
97 |
Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
98 |
Online and face-to-face peer review in academic writing: Frequency and preferences
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
99 |
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 149-164 (2021)
|
|
BASE
|
|
Show details
|
|
100 |
Effects of recasts, clarification requests on suprasegment development of English intonation
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 311-325 (2021)
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7 8 9... 76
|
|