Results 31 to 40 of about 394 (143)
TESOL Quarterly, EarlyView.Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
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Supporting Pathways into College and Careers: The Case of Adult Education ESL in Community Colleges
TESOL Quarterly, EarlyView.Abstract Research has increasingly focused on the importance of college preparation and career and technical education (CTE) for multilingual learners (MLs), many of them classified as “English Learners,” in K‐12 schools. Less attention, however, has been paid to the collegiate and professional aspirations of another significant population of MLs in ...
Kylie A. Kenner +2 more
wiley +1 more source
Drop App: give voice to youngsters through new technologies to fight drop-out
Tecnología, Ciencia y Educación, 2016 IES Valle de Aller is part of a european project Erasmus+ KA2 cooperation and innovation of good practices. IES Valle de Aller is working together on this project with other educational organizations from different European countries.
Margarita Gandullo Recio
doaj
Using Virtual Exchange for Teaching BELF Pragmatics: Developing an Online Negotiation Activity
TESOL Quarterly, EarlyView.Abstract Teaching Business English (BE) is experiencing a paradigm shift to reflect the communicative needs of the global workplace. With the majority of interactions in English now taking place among multilingual speakers, there are increasing calls to integrate perspectives of English as a business lingua franca (BELF) into English language and ...
Miya Komori‐Glatz +1 more
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TESOL Quarterly, EarlyView.Abstract Private tutoring—or shadow education—has received ample scholarly attention due to increasing demand from parents for reasons of social mobility in ESL/EFL contexts. Referred to as English private tutoring (EPT) for language learning purposes, this type of non‐formal education shares certain features of formal education like content and ...
Semih Ekin, Ali Anaç, Muhammet Öcel
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Groundwater, EarlyView.Abstract Numerical modeling has been widely used to assess the feasibility of geothermal energy development at sites across the world, but modeling applications simulating the potential impacts on shallow hydrothermal resources and surface water are relatively scarce. In this study, we apply the MODFLOW 6 groundwater energy (GWE) code to simulate fully
Michael J. Rush +5 more
wiley +1 more source
Frontiers in EducationBackgroundTeachers are regarded as attachment-like figures, with positive and supportive teacher-student relationships (TSRs) being linked to improved academic performance and outcomes, while negative TSRs are associated with lower academic results. This
Giulia Di Lisio +5 more
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Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective
International Journal of Applied Linguistics, EarlyView.ABSTRACT Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it.
Isobel Kai‐Hui Wang, Andrew D. Cohen
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Grammar Searches for Wh‐Questions in Beginning‐Level Child Second Language Learners
International Journal of Applied Linguistics, EarlyView.ABSTRACT It is important for learners to be able to ask wh‐questions in interaction. However, making wh‐questions can be difficult for beginning‐level EFL leaners, particularly for those learners whose L1 and L2 differ in the way wh‐questions are formed.
Haerim Hwang
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International Journal of Applied Linguistics, EarlyView.ABSTRACT Studies on classroom interactions suggest that displaying affiliation through linguistic and multimodal resources could promote positive emotions like enjoyment, thereby enhancing engagement and enthusiasm in second/foreign language learning.
Karen C. K. Choi, Kevin W. H. Tai
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