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| 81 |
From Ideal to Real: The Impact of Study Abroad on the Identity of Saudi Women in Australia ...
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| 82 |
From Ideal to Real: The Impact of Study Abroad on the Identity of Saudi Women in Australia ...
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| 83 |
STYLISTIC PROBLEMS OF TRANSLATING RAILWAY TERMS FROM ENGLISH INTO UZBEK ...
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| 84 |
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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In: Research outputs 2014 to 2021 (2022)
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| 85 |
Attributions of Successful English Language Learners in Transfer-Level English
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In: Doctoral Dissertations and Projects (2022)
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| 86 |
Factors Predicting Identification of Giftedness Resulting from Universal Screening
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In: Doctoral Dissertations and Projects (2022)
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| 87 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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| 88 |
English-Learning Motivation among Chinese Mature Learners: A Comparative Study of English and Non-English Majors
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In: Behavioral Sciences; Volume 12; Issue 5; Pages: 135 (2022)
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| 89 |
Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
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In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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| 90 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 91 |
Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
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In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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| 92 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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| 93 |
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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Abstract:
In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students’ needs, the present study utilized formative assessment as a means to support the teaching and learning of academic reading skills for EL students. We also endeavored to test our underlying assumption that sound assessment tools would facilitate effective formative assessment processes. In this study, we devised a technology-based assessment tool considering the increasing use of technology in K-12 schools. As a small-scale, exploratory study, we examined the usability and validity of the tool for formative purposes with three ESL teachers and their students (62 EL students) from secondary schools. The results indicated that the tool had the potential to extend teachers’ and students’ formative assessment practices in principled ways. However, we also found some teachers’ misconceptions about the tool’s purpose and their limited implementation skills to utilize the tool for formative assessment purposes. Implications for practice and further research are discussed.
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Keyword:
academic reading skills; classroom assessment; English language learners; formative assessment; technology-based language assessment; validity
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URL: https://doi.org/10.3390/languages7020071
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| 94 |
Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries
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In: Languages; Volume 7; Issue 1; Pages: 35 (2022)
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| 95 |
Code preference in OLL of accommodation in Palma
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Bruyèl-Olmedo, Antonio. - : Escuela Universitaria de Turismo 'Felipe Moreno' (appointed to Universitat de les Illes Balears), 2022
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| 97 |
FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING ...
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| 100 |
FORMS AND METHODS IN MODERN APPROACHES TO STUDENT SELF LEARNING ...
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