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Personal learning environments for supporting out-of-olass language learning
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Personal learning environments for supporting out-of-olass language learning
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Personal learning environments for supporting out-of-olass language learning
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Implementing Learner Independence as an Institutional Goal: Teacher and Student Interpretations of Autonomy in Learning English
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Ostrowska, Sabina Anna. - : University of Exeter, 2015. : College of Social Sciences and International Studies, 2015
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CLASSROOM DISCOURSE OF ELEMENTARY ENGLISH LANGUAGE LEARNERS’ WRITING INSTRUCTION IN A MIDWESTERN SCHOOL
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In: Open Access Dissertations (2015)
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Bilingual development of Malay and English : the case of plural marking
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Development of English lexicon and morphology in 5-year-old Serbian-English bilingual children attending first year of schooling in Australia
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Processability theory, question constructions and vocabulary learning in English L2
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Weighing the Social and the Academic: The Effectiveness of the ESL Program in Reference to the High School Social Sphere
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Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation
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In: Electronic Thesis and Dissertation Repository (2015)
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Abstract:
Writing is working memory intensive for all students, including English language learners (ELLs). Cognitive processes in writing such as transcription compete for limited resources in working memory (Bourdin & Fayol, 1994; Hayes, 2012). Previous research has shown that, when compared to handwriting, students who dictated produced better quality compositions (De La Paz & Graham, 1997; Higgins & Raskind, 1995; MacArthur & Cavalier, 2004). The goal of the present study was to investigate whether dictation would also facilitate better compositions in elementary ELL students. Using a within-subjects design, the effects of handwriting, dictation to a scribe, and dictation to a speech-to-text software were investigated on the persuasive writing of 16 elementary ELL students. Analyses of variance (ANOVAs) revealed that students had higher holistic text quality, better writing mechanics, more persuasive elements and lower cognitive load when in one or both of the dictation conditions when compared to the handwriting condition.
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Keyword:
cognitive load; dictation; Education; Educational Psychology; English language learner (ELL); persuasive writing; speech-to-text
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URL: https://ir.lib.uwo.ca/etd/3271 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=4922&context=etd
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The Range of Benefits of Extra-Curricular Activities towards English Language Learners
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Kia Māori te reo Māori? An investigation of adult learner attitudes towards the impact of English on te reo Māori.
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Current Perspectives in Teaching English for Specific Purposes
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 31, 2015, pags. 38-51 (2015)
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The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation
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Learning and Teaching Styles in the Focus: The Case of Iranian EFL Learners and Teachers
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In: Journal of Applied Linguistics, Vol 8, Iss 17, Pp 100-119 (2015) (2015)
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English Language Error Analysis of the Written Texts Produced by Ukrainian Learners: Data Collection
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In: Cognitive Studies | Études cognitives; No 15 (2015); 389-395 ; 2392-2397 (2015)
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Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom
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