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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL)
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63 |
Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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64 |
Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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66 |
Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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67 |
Personality changes after a 'year abroad'? A mixed-methods study
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69 |
How can linguists contribute to the refugee crisis? Issues and Responses
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70 |
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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71 |
Brussels-London: crossing channels while juggling with social and cultural capital
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73 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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74 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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75 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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76 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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77 |
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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78 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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79 |
Self- and Peer-Assessment of Speaking
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Abstract:
The research on the second language (L2) speaking assessment has been predominantly concerned with formal proficiency tests. However, with a growing interest in learning-oriented assessment (LOA), more researchers are interested in learner involvement in speaking assessment (Blanche & Merino, 1989; Luoma, 2004; Ocarson, 1989). Self- and peer-assessment of speaking, where learners evaluate the performance of their own and their peers, can be an exemplar of assessment with its primary purpose on learning (Chen, 2006, 2008; Ibersson, 2012; Saito, 2008; Topping & Ehly, 1998). Depending on the purpose, self- and peer-assessment can take various forms: a questionnaire on general speaking ability, a learning log for metacognitive reflection, or a classroom activity where learners use the same rating criteria as their teachers (Bachman & Palmer, 1989; Chen, 2008, Rivers, 2001).
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Keyword:
Applied linguistics; English language--Study and teaching--Foreign speakers--Ability testing; Learning; Oral communication--Ability testing; Second language acquisition
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URL: https://doi.org/10.7916/D82F90FC
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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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