Results 151 to 160 of about 51,759 (311)
Desarrollo y validación de un sistema computarizado para el aprendizaje de un contenido de genética
Investigación y Postgrado, 2006 El presente trabajo contempla la creación y validación de un sistema computarizado para el aprendizaje de contenidos de biología, fundamentado en los enfoques pedagógicos orientados hacia el desarrollo de la capacidad para aprender, la reflexión y la ...
Clemen Mazzarella, Pablo Ríos
doaj
Bloom's Taxonomy Reimagined for Generative AI in Dental Education: An Assessment Framework
Journal of Dental Education, EarlyView.
Vineet Dhar, Sergio E. Uribe
wiley +1 more source
Creating a multilingual assessment ecology in the classroom
TESOL Quarterly, EarlyView.Abstract Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual
Saskia Van Viegen, Nancy Bell, Noah Khan
wiley +1 more source
Metacognitive pattern in solving science problems: a study on an excellent student
, 2013 This qualitative research examined an excellent student’s metacognitive thinking and strategies in solving science problems. A case study design was employed, one which involved the use of interview and observation to obtain information about ...
Tan, Hui Li
core
, 2011 Two experiments are reported that investigate the impact of misinformation on memory accuracy and metacognitive resolution. In Experiment 1, participants viewed a series of photographs depicting a crime scene, were exposed to misinformation that ...
Luna, K., Higham, P. A., Bloomfield, J.
core +1 more source
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
Metacognitive knowledge, metacognitive strategies, and CALL [PDF]
, 2005 CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of ...
openaire
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
Designing Feedback and Assessment for GenAI‐Assisted Digital Multimodal Composition in L2
TESOL Quarterly, EarlyView.Abstract The rapidly evolving use of GenAI leads to a crucial need for new approaches to instruction and assessment of language skills in DMC tasks. The study adopted a convergent mixed‐methods design within an 11‐week action research framework. The study was conducted with 12 Turkish tertiary‐level L2 learners based on a process‐genre pedagogy to ...
Sibel Söğüt +2 more
wiley +1 more source