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Hits 181 – 200 of 183.539

181	Segmentation of Glottal Images from High-Speed Videoendoscopy Optimized by Synchronous Acoustic Recordings
	Bartosz Kopczynski; Ewa Niebudek-Bogusz; Wioletta Pietruszewska; Pawel Strumillo
	In: Sensors; Volume 22; Issue 5; Pages: 1751 (2022)
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182	Tearas Feollon: Tears and Weeping in Old English Literature
	Hugh Magennis
	In: Humanities; Volume 11; Issue 2; Pages: 54 (2022)
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183	Automatic Classification of Synthetic Voices for Voice Banking Using Objective Measures
	Agustin Alonso; Víctor García; Inma Hernaez; Eva Navas; Jon Sanchez
	In: Applied Sciences; Volume 12; Issue 5; Pages: 2473 (2022)
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184	Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
	Guanglin Xu; Jungyin Kim
	In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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185	Objects That Object, Subjects That Subvert: Agency in Exeter Book Riddle 5
	Jonathan Wilcox
	In: Humanities; Volume 11; Issue 2; Pages: 33 (2022)
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186	Comparing the Effectiveness of Speech and Physiological Features in Explaining Emotional Responses during Voice User Interface Interactions
	Danya Swoboda; Jared Boasen; Pierre-Majorique Léger; Romain Pourchon; Sylvain Sénécal
	In: Applied Sciences; Volume 12; Issue 3; Pages: 1269 (2022)
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187	English-Learning Motivation among Chinese Mature Learners: A Comparative Study of English and Non-English Majors
	Yu Sun; Timothy Teo; Tzu-Hua Wang
	In: Behavioral Sciences; Volume 12; Issue 5; Pages: 135 (2022)
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188	Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
	Jungyin Kim
	In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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189	Contribution of Vocal Tract and Glottal Source Spectral Cues in the Generation of Acted Happy and Aggressive Spanish Vowels
	Marc Freixes; Joan Claudi Socoró; Francesc Alías
	In: Applied Sciences; Volume 12; Issue 4; Pages: 2055 (2022)
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190	Examining English Ability-Grouping Practices by Aligning CEFR Levels with University-Level General English Courses in Taiwan
	Li-Tang Yu; Mei-Ching Chen; Chao-Wen Chiu; Chien-Che Hsu; Yun-Pi Yuan
	In: Sustainability; Volume 14; Issue 8; Pages: 4629 (2022)
	Abstract: In higher education in Taiwan, mandatory general English courses like Freshman English adopt ability-grouping practices to assign students to classes of different proficiency levels. However, little research has explored the efficacy of ability-grouping criteria and standardized the language-proficiency description for general English courses of different proficiency levels. Thus, this study recruited 806 Taiwanese undergraduates from Freshman English classes of advanced, intermediate, and basic proficiency levels to take the Oxford Online Placement Test (OOPT), and compared their scores on the Joint College Entrance Examination English subject (namely the General Scholastic Ability Test, GSAT) with OOPT. The findings indicated that the ability-grouping criterion was effective to classify students into three groups of different proficiency levels. A positive relationship between the GSAT and OOPT scores was identified. A clear trend, but with some overlapping correspondence, was displayed between the class levels and Common European Framework of Reference levels derived from the OOPT scoring report. Pedagogical implications and suggestions for future studies are provided.
	Keyword: ability grouping; Common European Framework of Reference (CEFR); Freshman English classes; General Scholastic Ability Test (GSAT)
	URL: https://doi.org/10.3390/su14084629
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191	Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms
	Kaja Granum Skarpaas; Kari Anne Rødnes
	In: Languages; Volume 7; Issue 1; Pages: 55 (2022)
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192	The Emotion Probe: On the Universality of Cross-Linguistic and Cross-Gender Speech Emotion Recognition via Machine Learning
	Giovanni Costantini; Emilia Parada-Cabaleiro; Daniele Casali; Valerio Cesarini
	In: Sensors; Volume 22; Issue 7; Pages: 2461 (2022)
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193	Many Changes in Speech through Aging Are Actually a Consequence of Cognitive Changes
	Israel Martínez-Nicolás; Thide E. Llorente; Olga Ivanova; Francisco Martínez-Sánchez; Juan J. G. Meilán
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 4; Pages: 2137 (2022)
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194	University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society
	Yuntao Zeng; Matthew P. Wallace; Chun-Wai Fan; Yawei Guo
	In: Sustainability; Volume 14; Issue 8; Pages: 4435 (2022)
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195	Stød Timing and Domain in Danish
	Jailyn M. Peña
	In: Languages; Volume 7; Issue 1; Pages: 50 (2022)
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196	Results and Strategies for a Diversity-Oriented Public Health Monitoring in Germany
	Carmen Koschollek; Katja Kajikhina; Susanne Bartig; Marie-Luise Zeisler; Patrick Schmich; Antje Gößwald; Alexander Rommel; Thomas Ziese; Claudia Hövener
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 2; Pages: 798 (2022)
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197	The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis
	Xin Li; Mingming Hu; Huadong Liang
	In: Brain Sciences; Volume 12; Issue 5; Pages: 548 (2022)
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198	Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
	Christine Möller-Omrani; Ann-Kristin H. Sivertsen
	In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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199	Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
	Anna Thyberg
	In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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200	Preposition Stranding in Spanish–English Code-Switching
	Bryan Koronkiewicz
	In: Languages; Volume 7; Issue 1; Pages: 45 (2022)
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