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Meta-Analysis of the Functional Neuroimaging Literature with Probabilistic Logic Programming
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In: https://hal.archives-ouvertes.fr/hal-03590714 ; 2022 (2022)
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| 2 |
Integrating a Phrase Structure Corpus Grammar and a Lexical-Semantic Network: the HOLINET Knowledge Graph
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In: Proceedings of LREC 2022 ; https://hal-amu.archives-ouvertes.fr/hal-03655636 ; Proceedings of LREC 2022, Jun 2022, Marseille, France (2022)
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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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| 5 |
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 8 |
Giant Pigeon and Small Person: Prompting Visually Grounded Models about the Size of Objects ...
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Zhang, Yi. - : Purdue University Graduate School, 2022
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| 9 |
Giant Pigeon and Small Person: Prompting Visually Grounded Models about the Size of Objects ...
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Zhang, Yi. - : Purdue University Graduate School, 2022
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| 10 |
Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children ...
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| 11 |
Vocabulary knowledge predicts individual differences in the integration of visual and linguistic constraints
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| 12 |
Commonsense Knowledge-Aware Prompt Tuning for Few-Shot NOTA Relation Classification
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In: Applied Sciences; Volume 12; Issue 4; Pages: 2185 (2022)
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| 13 |
Deep Learning-Based End-to-End Language Development Screening for Children Using Linguistic Knowledge
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In: Applied Sciences; Volume 12; Issue 9; Pages: 4651 (2022)
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| 14 |
The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course
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In: Languages; Volume 7; Issue 1; Pages: 62 (2022)
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| 15 |
Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning
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In: Education Sciences; Volume 12; Issue 3; Pages: 182 (2022)
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Abstract:
There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.
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Keyword:
attitudes; digital games; knowledge; language learning; teacher candidates
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URL: https://doi.org/10.3390/educsci12030182
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The third wave of the IAB-BAMF-SOEP Survey of Refugees: Refugees are improving their German language skills and continue to feel welcome in Germany
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In: 1-2020 ; BAMF-Brief Analysis ; 18 (2022)
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| 17 |
Towards a theoretical understanding of word and relation representation
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| 18 |
Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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[In Press] Quality and integrity in the translation of official documents
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