Results 91 to 100 of about 9,387 (261)

Investigating the Effectiveness of Cognitive Vocabulary Strategy Instruction in Raising Learners’ Metacognitive Awareness for Long-Term Mass Lexis Learning

Revue des Sciences Humaines, 2017
This paper reports on a study that investigates the role of learning vocabulary and the importance of intentionally instructing learners the techniques of vocabulary learning strategies.
Naouel Dib
doaj  

METACOGNITIVE STRATEGIES IN LANGUAGE LEARNING

Metacognition, commonly described as “thinking about thinking,” is a fundamental component of effective learning, particularly in the field of language acquisition. This article provides an in-depth analysis of metacognitive strategies and their role in enhancing language learning outcomes.
openaire   +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

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

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

Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis

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, Hossein Nassaji, Ali Derakhshan   +2 more
wiley   +1 more source

Attitudes to Learner Autonomy and Learning Strategies in Algerian EFL Context

Revue des Sciences Humaines, 2018
Our research explored attitudes to learner autonomy, learning strategies, and language achievement among 82 Algerian EFL learners. Descriptive findings demonstrated learners' positive attitudes to learner autonomy and substantial use of strategies, with
Ramzi NOUIOUA
doaj  

THE EFFECT OF METACOGNITIVE LEARNING AND STUDY STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF PHYSIOTHERAPY AND REHABILITATION STUDENTS

Türk Fizyoterapi ve Rehabilitasyon Dergisi
Purpose: This study aimed to investigate the effect of metacognitive and learning and study strategies on the achievement levels of physiotherapy and rehabilitation students.
Emel TAŞVURAN HORATA, İzgi GÜVEN, Fatma EKEN, İbrahim KARACA, Suat EREL   +4 more
doaj   +1 more source

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

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

Metacognitive Strategies to Develop Chinese Speaking Skills for Junior School Students Learning Chinese as a Foreign Language

Journal of Humanities and Social Sciences Mahasarakham University
This study aims to investigate the impact of metacognitive strategy on students’ Chinese speaking skills development by using students’ self-assessments and teacher comments to cultivate students’ capacity in metacognition.
Chen Sun, Sira Somnam, Jarunee Dibyamandala   +2 more
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