Results 21 to 30 of about 1,918 (56)

The Autonomous Self: A Way to Go With Overcoming Limitations in English Learning

Studies in Self-Access Learning Journal
When students first enter the Teaching English and Portuguese Program at a private university in Rio de Janeiro, some of them struggle with their English literacy.
Edson Estarneck
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“It’s Difficult Not to Intervene Sometimes”: Language Teacher Cognition, Emotion, and Agency in a Self-Directed Learning Unit

Studies in Self-Access Learning Journal
Despite the increasing recognition of language learning beyond traditional classrooms, little is known about how language teachers support and guide students in self-directed learning environments.
Jon Rowberry, Erhan Aslan
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Geographical and Spatial Inclusion in Language Teaching During the COVID-19 Pandemic

Studies in Self-Access Learning Journal
This article presents a duoethnographic study by two lecturers of German in a B.A. program at Waipapa Taumata Rau – The University of Auckland (UoA) in Aotearoa New Zealand (NZ).
Diana Feick, Mareike Schmidt
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The Impact of Using Interactive Chatbots on Self-Directed Learning

Studies in Self-Access Learning Journal
The present study aimed to develop and implement an interactive chatbot in a language-learning setting. For this purpose, fifty Omani EFL students were divided into two equal groups: control and experimental.
Ali Al Ghaithi
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Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems

Studies in Self-Access Learning Journal, 2018
The central argument of this paper is that self-access centres transformed into social learning spaces have the potential to become self-enriching complex dynamic ecosocial systems. As such, they can support the emergence of a wide variety of affordances
Garold Murray
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Perceptions of the Student-Tutor Relationship with Chinese International Students at a UK University Self-Access Writing Centre

Studies in Self-Access Learning Journal
This paper discusses the findings of a study of the student-tutor relationship with reference to Chinese international students in a UK university self-access writing centre.
Chang Liu
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Introducing mnemonics to Japanese students as a vocabulary learning strategy

Vocabulary Learning and Instruction, 2020
Mnemonic strategies are not often utilised by Japanese students to learn and consolidate vocabulary, despite research showing that they are particularly effective. As part of an informal action research process, a structured lesson plan was devised that
Stephen Paton
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Vocabulary and computer technology: A commentary on four studies for JALT vocabulary SIG

Vocabulary Learning and Instruction, 2020
Four papers by Clint Denison and Imogen Custance, Louis Lafleur, James Rogers, and Andrew Obermeier will be presented at the Eighth Annual JALT Vocabulary SIG Symposium in Tokyo, Japan, on September 20, 2020.
Tatsuya Nakata
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A lexical network approach to the acquisition of English verbs of memory: The case of Japanese learners

Vocabulary Learning and Instruction, 2016
The present study investigated the acquisition of L2 English memory verbs, memorize, remember, and recall, by Japanese learners within the framework of a lexical network.
Shun Morimoto
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''I don't know'' use and guessing on the bilingual Japanese vocabulary size test: clarifications and limitations

Vocabulary Learning and Instruction, 2016
This paper offers a response to Hutchinson’s comments on ourpreliminary report of ”I don’t know” use and guessing on the bilingualJapanese Vocabulary Size Test (VST), which was published in VocabularyLearning and Instruction.
Kurtis McDonald, Mayumi Asaba
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