| 1 |
Identifying preschool measures most predictive of language outcomes at 11 years in the Early Language in Victoria Study ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Aphasia assessment: impact of material on naming performance ; Avaliação da afasia: impacto do material no desempenho da nomeação
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Validity evidence of the Test of Narrative Language (TNL) adapted to Brazilian Portuguese
|
|
|
|
In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Förderung der fachkommunikativen Kompetenz bei angehenden Mathematiklehrkräften der Sekundarstufen : Konzeption, Entwicklung und Erprobung eines Lernhefts ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
ВЛИЯНИЕ ТРЕВОЖНОСТИ НА АКАДЕМИЧЕСКУЮ ПРОИЗВОДИТЕЛЬНОСТЬ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА ... : IMPACT OF ANXIETY ON ACADEMIC PERFORMANCE IN FOREIGN LANGUAGE ACQUISITION ...
|
|
Меликян Л.Г.. - : Deutsche Internationale Zeitschrift für zeitgenössische Wissenschaft, 2021
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
|
|
Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
|
|
In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Neurodevelopmental outcomes among extremely premature infants with linear growth restriction.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Age-related differences in resolving semantic and phonological competition during receptive language tasks.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
On the Utility of Word Embeddings for Enriching OpenWordNet-PT ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Manual praxis and language-production networks: An fMRI dataset ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Language tests for citizenship: new demands, new realities ; Exámenes de idiomas para ciudadanía: Nuevas exigencias, nuevas realidades
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Using Analytic Rubrics to Support Second Language Writing Development in Online Tasks
|
|
|
|
Abstract:
With the accelerated move to online learning, writing skills have become increasingly important for managing digital genres, such as educational blogs and discussion forums. Although effective written communication via such media is important for student success, many university-level second language learners navigate these unfamiliar tasks without access to guidelines concerning content, structure, and language use. Researchers in Applied Linguistics have suggested communicating teacher expectations through descriptive rubrics (Crusan, 2010; Ferris & Hedgcock, 2014; Weigle, 2002), and this dissertation investigates the effects of sharing an analytic rubric on learners’ written development. The first phase of this sequential mixed-methods research involved the expert review of academic blog posts written by learners of English as a foreign language (EFL). Quantitative and qualitative data gathered during the review led to the identification of five categories around which learners’ written performance was assessed, including (a) genre-specific features (i.e., use of hyperlinks), (b) task fulfillment and relevancy, (c) content, (d) organization and balance, and (e) language use. On the resulting analytic rubric, each category was assessed on a 1- to 6-point scale. In Phase II, six raters used the rubric to score the posts written by 163 EFL learners. A many-facets Rasch analysis revealed that the rubric categories were functioning appropriately; however, the raters were not using the full 6-point scale. In the final phase, written data from the blog entries of 31 learners were collected over two years, with 15 participants having access to the revised (4-point) rubric. After data collection, raters who were unaware of the order of composition scored three posts per participant according to the revised scale. A two-way repeated measures analysis of variance showed that the presence of the rubric, time, and the interaction of the rubric and time had a significant positive impact on average scores (p < 0.001). Participants’ longitudinal written development was also analyzed via nine linguistic indices covering lexical diversity, lexical sophistication, and syntactic complexity. The mean values for two variables, noun-adjective and verb-direct object dependency bigrams, demonstrated a significant change over time, while the moving-average type-token ratio (MATTR) and lexical decision time contributed to a regression model predicting 16% of variance in language use scores. A subsequent rhetorical moves analysis revealed a sequence of optimal steps for constructing an academic blog post. The results of this study are of use to pedagogues and researchers interested in digital genres, technology-mediated tasks, and second language writing assessment. ; Ph.D.
|
|
Keyword:
assessment; Educational tests & measurements; Linguistics; rubrics; second language writing
|
|
URL: http://hdl.handle.net/10125/81669
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
EXPERIENCE OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING ; ДОСВІД ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ІНОЗЕМНИХ МОВ
|
|
|
|
In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
|
|
