Results 81 to 90 of about 1,127,197 (289)

Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use

SAGE Open, 2019
The present study investigated the impact of multimedia-assisted explicit vocabulary learning strategy (VLS) instruction on foreign language learners’ strategy use and vocabulary learning.
Merak Rahimi, Atefeh Allahyari
doaj   +1 more source

Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing. [PDF]

Read Writ, 2023
Landrieu Y, De Smedt F, Van Keer H, De Wever B.   +3 more
europepmc   +1 more source

Ligand‐dependent transcriptional heterogeneity in cell cycle gene expression delays G1/S entry

FEBS Letters, EarlyView.
EGF and HRG induce distinct G1/S progression programs in ErbB2‐amplified BT474 breast cancer cells. Despite activating the potent ErbB2–ErbB3 heterodimer, HRG does not accelerate cell‐cycle entry. Instead, EGF promotes earlier restriction‐point passage via ERK–FOS signaling, whereas HRG activates the AKT–MYC axis, driving transcriptional heterogeneity ...
Ririn Rahmala Febri, Ayaka Nagasato‐Ichikawa, Keita Iida, Shuhei Kimura, Akira Imamoto, Mariko Okada   +5 more
wiley   +1 more source

Explicit Strategies-Based Instruction for L2 Apology and Request Production: Should It Be Separate or Integrated?

Research in English Language Pedagogy
Pragmatic learning strategies have been recently addressed in descriptive studies; however, research into their instruction is scarce. This study compared the effects of explicit separate and explicit integrated pragmatic learning strategies-based ...
Mina Akhavan Tavakoli, Marzieh Bagherkazemi, Alireza Ameri   +2 more
doaj  

The Shewanella oneidensis Fic enzyme SoFic targets the switch‐I region of EF‐Tu for AMPylation

FEBS Letters, EarlyView.
Fic enzymes mediate diverse post‐translational modifications across all domains of life, including AMPylation. Prokaryotic EF‐Tu can be AMPylated and deAMPylated by the conserved Fic enzyme SoFic. Structural and biochemical approaches were used to characterize the effect of AMPylation on EF‐Tu, SoFic's enzymatic activities, and the enzyme‐target ...
Svenja Runge, Vivian Pogenberg, Alexander Baumgart, Bente Siebels, Hartmut Schlüter, Michael Hecht‐Bucher, Aymelt Itzen   +6 more
wiley   +1 more source

Explicit Instruction of Scientific Uncertainty in an Undergraduate Geoscience Field-Based Course. [PDF]

Sci Educ (Dordr), 2022
Bateman KM, Wilson CG, Williams RT, Tikoff B, Shipley TF.   +4 more
europepmc   +1 more source

Prospecting the protein design landscape

FEBS Letters, EarlyView.
This review outlines the current state of various protein design approaches. We discuss the current possibilities enabled by recently released tools, highlight future avenues to pursue in protein design, and underscore the crucial role of key databases and resources for successful protein design workflows.
Jakob R. Riccabona, Katharina T. Stonig, Jens Meiler, Clara T. Schoeder, Monica L. Fernández‐Quintero   +4 more
wiley   +1 more source

Enhancing English as a foreign language university students' writing through explicit instruction of conjunctions as cohesive devices: An experimental study. [PDF]

Front Psychol, 2022
Alawerdy AS, Alalwi FS.
europepmc   +1 more source

A context‐dependent modulatory role for eIF6 in acquired resistance to vemurafenib in melanoma

FEBS Letters, EarlyView.
Acquired resistance to vemurafenib upregulates the translation factor eIF6 in melanoma cells. Silencing eIF6 in resistant cells reduces proliferation and partially restores drug sensitivity, whereas its overexpression increases sensitivity across melanoma lines regardless of BRAF status, via modulation of mTOR, S6K, and MAPK signaling.
George Kyriakopoulos, Antonia Petropoulou, Alexandra Anastogianni, Angelina Bania, Vassilis Stamatakis, Argyris Alexiou, Chi‐Ping Day, Glenn Merlino, Katerina Grafanaki, Constantinos Stathopoulos   +9 more
wiley   +1 more source

The effects of learning goals on implicit and explicit learning [PDF]

, 1997
This thesis, using Berry & Broadbent's (1984) computer-person interaction task, shows that three different learning goals result in three different learning modes.
Geddes, Bruce Wynter, Geddes, B.W.
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