Results 51 to 60 of about 26,840 (244)
International Journal of Applied Linguistics, EarlyView.ABSTRACT Research on English‐Medium‐Instruction (EMI) highlights inadequate support for students transitioning from L1‐medium‐instruction to EMI. To date, little research has focused on how L2 students’ adaptation to an EMI environment influences their L2 learning motivation (LLM).
Kevin W. H. Tai
wiley +1 more source
Facilitating academic words learning: a data-driven approach using a collocation consultation system built from open access research papers [PDF]
, 2018 It is essential and beneficial for ESP students to master collocations of a set of core academic words. Corpus analysis tools (e.g. concordancers) have been widely used in facilitating collocation learning, and promising results have been demonstrated in
Yu, Alex
core
International Journal of Applied Linguistics, EarlyView.ABSTRACT The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups.
Huixuan Zhou +3 more
wiley +1 more source
日本人大学生を対象にした英語学習ウエブアプリケーションの導入 [PDF]
, 2020 This case study examines the introduction of web-based apps to Japanese university students for skill-based English learning. The focus is on 32 students from the International Studies and Education departments at a private Japanese university.
オレクサ ロバート
core +1 more source
Trolls, unicorns and the CEFR: Precision and professionalism in criticism of the CEFR
CEFR Journal - Research and Practice, 2020 This article starts by recalling the reasons that have been given for the CEFR’s success, for example its neutrality, the way it encourages the constructive alignment of planning, teaching and assessment and helps educators to fulfil both instrumental and educational goals. It then reviews and responds to some of the main criticisms that have been made
openaire +1 more source
Exploring Acoustic Overlap in Second Language Vowel Productions
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study examines the alignment of vowel categories between second language (L2) learners and first language (L1) speakers of the target language, as well as potential overlaps between adjacent vowels in terms of formant frequencies and duration.
Georgios P. Georgiou, Elena Savva
wiley +1 more source
How Teachers See It: Understanding Young Learners’ Engagement in Primary L2 Classrooms
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study investigated primary school teachers’ views and the basis for assessing young learners’ engagement in second language classrooms. Using a sequential mixed‐methods design, it analyzed interviews (n = 10) and surveys (n = 134) from teachers of learners in Grades 3–5 (aged 8–10 years old) across 102 public primary schools in Vietnam ...
Phung Dao, Trang Le Diem Bui
wiley +1 more source
Roundtable Discussion in Language Teaching: Assessing Subject Knowledge and Language Skills
Journal of Language and Education, 2017 Roundtable discussions have been effectively used for educational purposes for years. However, being widely used in an academic environment as a tool for education, roundtable discussions remain under-investigated as a form of summative and formative ...
Aida Rodomanchenko
doaj +1 more source
Back to basics: how measures of lexical diversity can help discriminate between CEFR levels [PDF]
, 2018 This study contributes to ongoing discussions on how measures of lexical diversity (LD) can help discriminate between essays from second language learners of English, whose work has been assessed as belonging to levels B1 to C2 of the Common European ...
Parslow, Pat +2 more
core +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT It is well‐known that adults vary to an important extent with regard to L2 learning outcomes. One apparent reason is the degree of exposure to the target language. Furthermore, it has been suggested that adult learning is more affected by social and psychological variables than in younger learners.
Marco Bril +2 more
wiley +1 more source