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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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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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Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
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In: Library Philosophy and Practice (e-journal) (2021)
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Abstract:
Different studies have shown that students perform poorly in English grammar. Thus, the study investigated the effect of Library and Information Science Integrated Language Teaching Approach on students’ achievement in English grammar. The achievement of students taught with ILTA were compared with those of students taught with the Form Based Approach (FAB). A quasi-experimental design was adopted. A total of 296 senior secondary school two students (83 males and 73 females) constituted the sample. They were assigned into experimental and control groups using a multi-stage sampling technique. The English Grammar Achievement Test (EGAT) was used for data collection. Treatment lasted for six weeks. The research question was answered using mean scores, while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. The result showed that Library and Information Science Integrated Language Teaching Approach significantly improved students’ achievement in English grammar, but gender did not significantly influence students’ achievement and interest in English grammar. There was also no significant interaction influence of instructional approaches and gender on students’ achievement in English grammar. It was recommended that education stakeholders should organize workshops to educate teachers on the efficacy of Library and Information Science Integrated Language Teaching Approach as well as the procedures for using it in teaching English grammar, especially to learners of English as a second language.
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Keyword:
English as a second language; English grammar; Form Based Approach; Library and Information Science; Library and Information Science Integrated Language Teaching Approach; Students’ achievement
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URL: https://digitalcommons.unl.edu/libphilprac/6330 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=12037&context=libphilprac
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Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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Toward a Cultural Competence in Creative Writing Pedagogies
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055 (2020)
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Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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Writing in the ESL classroom: challenges, tasks, and feedback
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
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