Results 161 to 170 of about 42,497 (220)

Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups.
Huixuan Zhou, Barry Bai, Jing Wang, Pinge Nie   +3 more
wiley   +1 more source

An analysis of errors in Chinese-Spanish sight translation by Chinese university students-a corpus study. [PDF]

Front Psychol
Liu S.
europepmc   +1 more source

Iterative Self‐Branding: Chinese Language Teachers’ Understanding and Rationalization of Working on Online Tutoring Platforms

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Online tutoring platforms (OTPs) are an increasingly popular way for learners to study languages and for teachers to earn money. On many OTPs, individual teachers are responsible for attracting potential students via self‐branding. While scholarship has examined OTP teachers’ self‐branding practices and identified some of the most popular self‐
Wenjing Zeng, Nate Ming Curran
wiley   +1 more source

A cross-lingual analysis of attitudinal meaning in publicity discourses of Anglo-American and Chinese universities: a psychological insight from the appraisal system. [PDF]

Front Psychol
Zheng L.
europepmc   +1 more source

Social and Social‐Psychological Factors Do Not Predict L2 Writing: The Case of Immigrants in the Netherlands

International Journal of Applied Linguistics, EarlyView.
ABSTRACT It is well‐known that adults vary to an important extent with regard to L2 learning outcomes. One apparent reason is the degree of exposure to the target language. Furthermore, it has been suggested that adult learning is more affected by social and psychological variables than in younger learners.
Marco Bril, Jolijn Pauw, Fanny Forsberg Lundell   +2 more
wiley   +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

Understanding Health Literacy Through Patients' Interpretation of Health Education Leaflets: A Thematic Narrative Review. [PDF]

Health Expect
Tang YH, Lin CT, Wu LC.
europepmc   +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

Cognitive load scale for AI-assisted L2 writing: scale development and validation. [PDF]

Front Psychol
Yao G, Fan L.
europepmc   +1 more source

Overreliance on Orthographic Similarity in L2‐Japanese Conceptual Processing by L1‐Chinese Learners

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Orthographic and phonological similarities between first (L1) and second (L2) languages can facilitate L2 processing. Particularly, L1‐Chinese learners of L2‐Japanese can benefit from the shared morphosyllabic Chinese characters (Japanese kanji/Chinese hanzi) because of their similar orthographies.
Xuehan Zhao, Kexin Xiong, Sachiko Kiyama
wiley   +1 more source