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Hits 1 – 20 of 24

1	Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus
	Ben Bardis; Fatoş Silman; Behbood Mohammadzadeh
	In: Sustainability ; Volume 13 ; Issue 18 (2021)
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2	Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
	Tellier, Marion
	In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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3	Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling
	Majid Elahi Shirvan; Nahid Talebzadeh
	In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 23-44 (2020) (2020)
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4	Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges
	Lucas, Brittany Joiner. - : uga, 2016
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5	Student interview for Place-Based WAC/WID writing instruction in Management, clip 2 of 13
	Place-based WAC/WID Hui. - 2015
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6	Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
	Place-based WAC/WID Hui. - 2015
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7	Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 4 of 15
	Place-based WAC/WID Hui. - 2015
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8	Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
	Place-based WAC/WID Hui. - 2015
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9	Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 14
	Place-based WAC/WID Hui. - 2015
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10	Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 10
	Place-based WAC/WID Hui. - 2015
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11	Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 3 of 18
	Place-based WAC/WID Hui. - 2015
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12	Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 10 of 15
	Place-based WAC/WID Hui. - 2015
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13	Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 15
	Place-based WAC/WID Hui. - 2015
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14	Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 5 of 12
	Place-based WAC/WID Hui. - 2015
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15	Student interview for Place-Based WAC/WID writing instruction in Management, clip 8 of 14
	Place-based WAC/WID Hui. - 2015
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16	The Impact of Building Acoustics on Speech Comprehension and Student Achievement
	Wang, Lily M
	In: Architectural Engineering -- Faculty Publications (2014)
	Abstract: The movement for improved classroom acoustics has primarily been grounded on studies that show how building acoustics (i.e. background noise levels and room reverberation) affect speech intelligibility, as determined by speech recognition tests. What about actual student learning, though? If students do not understand each spoken word in the classroom perfectly, can they still manage to achieve high scholastic success? This presentation will review two recent studies conducted at the University of Nebraska – Lincoln, linking classroom acoustic conditions to student learning outcomes and speech comprehension (rather than simply recognition). In the first, acoustic measurements in two public school districts in the Midwest were correlated to elementary student achievement scores. Results indicate that higher background noise levels, greater than 40 dBA, may lead to unacceptable scholastic performance in language and reading tests. The second study focuses on how room acoustic conditions impact English speech comprehension of native-English-speaking listeners in contrast to English-as-second-language (ESL) listeners, a group which includes 21% of children in the United States K-12 school system. Conclusions are that higher reverberation times and background noise levels do reduce speech comprehension in both groups of listeners, but adverse noise conditions are particularly more detrimental on ESL listeners.
	Keyword: Acoustics; and Controls; Architectural Engineering; background noise; classroom acoustics; Dynamics; reverberation; speech comprehension
	URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1069&context=archengfacpub https://digitalcommons.unl.edu/archengfacpub/72
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17	Teacher’s action zone in facilitating group dynamics
	Dagmara Gałajda
	In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 3, Pp 89-101 (2012) (2012)
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18	Can the Use of Clickers or Continous Assessment Motivate Critical Thinking?: a Case Study Based on Corporate Finance Students
	Morales, Lucia
	In: Articles (2011)
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19	Perception of classroom dynamics by adults in online classes at two-year technical colleges
	Sethna, Noshirwan Taimuras. - : uga, 2010
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20	Perceptions of classroom dynamics by developmental studies students at a two-year technical college
	Davis, Daisy Walker. - : uga, 2006
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