Results 21 to 30 of about 858 (251)

Dialogic Signals in Argumentative Discussions o f Advanced Polish Learners of Englis dialogic signals

Glottodidactica, 2005
The first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective.
Agnieszka Nowicka
doaj   +1 more source

Dialogic Signals In Argumentative Discussions of Advanced Polish Learners Of English

Glottodidactica, 2001
The first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective.
Agnieszka Nowicka
doaj   +1 more source

Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom

Languages, 2022
This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom.
Silvia Kunitz, Jessica Berggren, Malin Haglind, Anna Löfquist   +3 more
doaj   +1 more source

Teachers’ Limited Wait-Time Practice and Learners’ Participation opportunities in EFL Classroom Interaction [PDF]

Journal of English Language Teaching and Learning, 2013
Pairing theory with methodology, this study demonstrates how EFL teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities.
Bager Yaqubi, Mostafa Pourhaji Rokni
doaj  

Assessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Work

Designs for Learning, 2023
While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students’ written texts.
Sigrid Ørevik
doaj   +1 more source

Clarification and repair in emergency remote EFL classes

EuroAmerican Journal of Applied Linguistics and Languages, 2021
During the sudden shift in education onto digital platforms due to the Covid-19 emergency, teachers became streamers and experimented with new tools to involve their students in video-mediated, multi-floor, multiparticipant, and multimodal interactions ...
Antonella Giacosa
doaj   +1 more source

Observing a teacher's interactional competence in an ESOL classroom: a translanguaging perspective

Applied Linguistics Review, 2023
Abstract Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries.
Tai, KWH, Dai, DW
openaire   +3 more sources

Development of L2 interactional resource in pragmatics instruction: Use of Japanese interactional particle ne in assessment activity

Japanese Language and Literature
The present study examined the development of interactional competence (IC) by JFL learners in an explicitly instructed setting, focusing on their use of a Japanese interactional particle ne in spontaneous conversation with NS classroom guests.
Saori Hoshi
doaj   +1 more source

The role of Research‐Practice Ambassadors in strengthening socially just and equitable partnership processes

American Journal of Community Psychology, EarlyView.
Abstract Research‐Practice Partnerships seek to close the research‐practice gap through developing collaborative, authentic partnerships between researchers and community members. Our team has leveraged Research‐Practice Ambassadors to support socially just and equitable partnership processes in schools.
Danielle R. Hatchimonji, Lauren McNeela, Zumana Noor, Melissa Stoffers, Tia N. Barnes, Kira Branch, Danika Perry, Amanda Parks, Mariam Berthe   +8 more
wiley   +1 more source

A gamified formative question bank to enhance student learning and engagement in a foundational medical science course

Anatomical Sciences Education, EarlyView.
Abstract While gamified learning platforms show promise for engaging digital learners and promoting active learning, evidence of their effectiveness in predicting academic outcomes remains limited. This study examined how engagement patterns and incentives impact academic outcomes in a gamified environment to determine whether a formative question bank
Mohammad Aldalou, Angel Laboy, Laura E. Fraser, Jeremey Walker, William S. Brooks, Brook Hubner   +5 more
wiley   +1 more source