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De la subjectivité en évaluation à une didactique des langues diversitaire ; : Pluralité, altérité, relation, réflexivité
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In: https://tel.archives-ouvertes.fr/tel-01211154 ; Linguistique. Université François Rabelais (Tours), 2014 (2014)
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VIVE LA RESSEMBLANCE! ON SOCIAL STRATEGIES FOR COLLABORATIVE LEARNING AND WEB COLLABORATION
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In: ISSN: 1107-0331 ; EISSN: 2408-025X ; JAL - The Journal Of Applied Linguistics ; https://hal.archives-ouvertes.fr/hal-01300866 ; JAL - The Journal Of Applied Linguistics, Greek Applied Linguistics Association, 2014, Special Edition in honour of Professor Angeliki Psaltou-Joycey, Volume 29, pp.24-35 ; http://www.enl.auth.gr/gala/jal_volumes.asp (2014)
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Development of patient-centric linguistically tailored psychoeducational messages to support nutrition and medication self-management in type 2 diabetes: a feasibility study
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In: PMC (2014)
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The brief in the art and design education: a multi-perspectival and mixed-methodological study
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La recerca sobre normativa: proposta general ; Research on linguistic prescription: a general proposal
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In: Treballs de Sociolingüística Catalana; Núm. 23 (2013): La sociolingüística de la variació en l’àmbit de la ll engua catalana; 269-286 (2014)
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Anonymise sound files ; Anonymisation de fichiers sonores
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HIRST, Daniel. - : Laboratoire parole et langage - UMR 7309 (LPL, Aix-en-Provence FR), 2014. : http://lpl-aix.fr, 2014
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| 9 |
Lire et écrire en saxwɛgbe: Guide pour ceux qui savent lire le français
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| 10 |
Writing in crooked lines: A dynamic analysis of writing development in neo-literate Bambara women
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| 14 |
A preliminary design framework for formative blended assessments in tertiary English as a foreign language (EFL) programs: an exploratory study in Saudi Arabia
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Abstract:
© 2014 Dr. Mansoor S. Almalki ; The teaching of English as a Foreign Language (EFL) has changed and is continuing to change. The most significant change involves the use technology. In the face of these changes blended assessment practices are underdeveloped and confronted with problems. Blended learning (the principled integration of technology in face-to-face educational contexts) is becoming more popular in EFL tertiary programs. Despite its increasing popularity, however, little research has investigated language assessment in blended environments. Thus, to enhance the effectiveness of learning programs worldwide, researchers have started to consider best practice for blended designs for assessment, and this has led to the popularisation of the terms blended learning and blended assessment. The context of this thesis is Formative Blended Assessment (FBA) within the EFL context at tertiary level in Saudi Arabia, focusing on the initiation phase of innovation. Specifically, this exploratory qualitative study investigated Saudi language program staff and students regarding preferences and understandings, challenges, considerations and standards regarding FBA design, and approaches and practices used in blended assessment design. The primary aim of the study was to develop a principled preliminary framework for the FBA design. The study took place in three phases at a major Saudi University. I adopted a Participatory Design (PD) qualitative approach. Data was obtained from 3 course coordinators, 7 instructors, and 3 students through semi-structured interviews and participatory design sessions. In the first phase, the participants shared their conceptualizations of formative blended assessment. During the second phase, participants worked together to design ideal assessments. The third phase focused on evaluations and analysis of the final FBA prototypes that the participants had developed. Analysis of the data, partially informed by innovation theory, shows that FBA designs need to be purposeful, multimodal, appropriate, and integrated; further, they need to be used within a supportive environment, and be constructed in ways that preserve academic integrity. The findings also agreed with the increasingly popular view among experts that, in regard to computer-assisted language learning and assessment, there needs to be a balance with face-to-face activities in physical spaces initiating or implementing innovations with new technologies. These findings have become the basis of a preliminary framework for FBA design and are divided into the three stages of planning, conducting and reporting. Contributions to the study include an expansion of both classroom-based assessment and blended learning frameworks, as well as an application of innovation theory in the context of tertiary EFL programs in Saudi Arabia. This study is significant in that ongoing revision of educational policies and practices is always crucial, and ensuring the use of efficient and productive assessment designs is a necessary element of being accountable to students. This study has advanced knowledge and skills concerning blended assessment design through various theoretical, practical and methodological contributions.
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Keyword:
applied linguistics; blended language assessment; blended language learning; CALL; EFL; FBA design framework; formative assessment; formative blended assessment; innovation; language assessment; qualitative research
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URL: http://hdl.handle.net/11343/40895
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| 15 |
Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England
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Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014
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| 16 |
La enseñanza de la escritura académica: Una intervención a través del currículum
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In: Martín del Campo, Beatriz ; Martínez Lorca, Manuela. La enseñanza de la escritura académica: Una intervención a través del currículum. @tic.revista d'innovació educativa; No 13 (2015): Autumn (July-December, 2014); 12-22. (2014)
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| 18 |
Review of M. Lacorte (ed.), The Routledge Handbook of Hispanic applied linguistics
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In: Borealis: An International Journal of Hispanic Linguistics, Vol 3, Iss 2 (2014) (2014)
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| 19 |
Sistema de enseñanza en el aula de ELE en China
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 13, Nº. 1, 2014, pags. 115-132 (2014)
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| 20 |
The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills
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