Results 91 to 100 of about 6,398 (310)
Cumulative Testing for Learning Spoken Vocabulary
TESOL Quarterly, EarlyView.Abstract Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only.
Ryo Maie, Takumi Uchihara
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin +2 more
wiley +1 more source
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
wiley +1 more source
A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation [PDF]
, 2016 Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’
Shirzaei, Habib, Sarani, Abdullah
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TESOL Quarterly, EarlyView.Abstract Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom.
Monika Bader +2 more
wiley +1 more source
The Impact of Self-Directed Learning on Academic Writing Skills of EFL Learners with Critical Thinking Ability [PDF]
The mediating function of critical thinking ability (CTA) in the link between language learning techniques and the academic writing of EFL learners has garnered increased attention because of recent educational innovations.
Zahra Maryam,Sazuliana Sanif,Asad Ur Rehman,Siti Hajar Mohamed,Norhidayah Binti Azman
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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
wiley +1 more source
, 2012 Providing feedback on drafts of student essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL).
Court, Krista
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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
wiley +1 more source
The effects of a feedback-based instruction programme on developing EFL writing and revision skills of first year Moroccan university students [PDF]
The stimulus for this study was problems I encountered in my teaching of academic writing to first year undergraduates majoring in English at a Moroccan university. Their problems ranged from sentence, to paragraph to essay levels.
Haoucha, Malika
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