Results 151 to 160 of about 1,149,059 (380)

Writing Instruction in Large Secondary School EFL Classes:

Crossings
English language teachers in countries around the world teach large classes of 35 or more students. While many English language teaching methods since the 18th century have emphasized speaking skills, with globalization has come an increased need for L2
Jimalee Sowell
doaj   +1 more source

The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay

Dinamika Ilmu, 2019
The aim of this study is to investigate issues of Indonesian EFL students’ writing skills, covering ability, problem and reason why they got problems in writing comparison and contrast essay.
Rostanti Toba, Widya Noviana Noor, La Ode Sanu   +2 more
doaj   +1 more source

L1 Writing Experiences and L2 Writing Instruction : University Entrance Exams in Japan [PDF]

, 2005
This poper examines an L1 learning experience shared by many EFL students in Japan: writing an essay in Japanese on university entrance exams. The main purpose is to identify the features of the experience that L2 writing teachers need to address in ...
Paul ROSS, ROSS Paul
core   +1 more source

From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions

International Journal of Applied Linguistics, EarlyView.
ABSTRACT In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence ...
Carmen Konzett‐Firth, Ufuk Balaman
wiley   +1 more source

Affordances and influences of multiple technologically-stimulated recognitions for EFL descriptive writing in authentic contextual learning

Educational Technology & Society
Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing.
Wu-Yuin Hwang, Nguyen Van Giap, Chi-Chieh Chin   +2 more
doaj   +1 more source

TEACHING ACADEMIC WRITING BASED ON NEED ANALYSIS FOR INDONESIAN EFL LEARNERS AT UNIVERSITY [PDF]

, 2016
there are four skills in English teaching and learning, they are listening, speaking, reading, and writing. Listening and reading are categorized as receptive skills, while speaking and writing are as productive skills.
Prastyo, Hari
core  

Leveraging ChatGPT for L2 Writing: Teacher Cognition and the Impact of Professional Development

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study explored the development of 11 EFL teachers’ cognitions about ChatGPT for teaching L2 writing and providing feedback as they completed a professional development (PD) program. Data were collected through interviews, student writing with ChatGPT feedback, and think‐aloud protocols.
Payam Rahmati, MohammadHamed Hoomanfard, Hooman Saeli   +2 more
wiley   +1 more source

Attainment Pairing Effects on Cognitive Conflict in Technology‐enhanced EFL Cooperative Tasks

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines how attainment pairing (high‐high versus high‐low versus low‐low attainment) impacts English as a Foreign Language (EFL) learner engagement during technology‐enhanced cooperative writing tasks. Seventy‐eight Chinese university learners formed 39 dyads (13 pairs per group) via Tencent Meeting.
Ying Liu, Allen Thurston
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  

The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems.
Gaia Oikawa, Masato Sugawara, Takumi Uchihara   +2 more
wiley   +1 more source