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| 921 |
The parasitic model of L2 and L3 vocabulary acquisition: evidence from naturalistic and experimental studies
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In: Fórum Linguístico, Vol 11, Iss 3, Pp 360-372 (2014) (2014)
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| 923 |
Reawakening the love of story: learning to live through story telling and listening
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| 925 |
Urdu as a First Language: The Impact of Script on Reading in the L1 and English as a Second Language
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In: Theses and Dissertations (Comprehensive) (2014)
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| 926 |
What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory
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| 927 |
A aquisição das consoantes líquidas em português europeu: contributos para a caracterização da faixa etária 4;0 - 4;11 anos
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 9, Pp 59-82 (2014) (2014)
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| 928 |
Corpus-based collocation research targeted at Japanese language learners
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In: Acta Linguistica Asiatica, Vol 4, Iss 2, Pp 25-36 (2014) (2014)
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| 929 |
Non-word repetition test: research into Lithuanian monolingual and Lithuanian-English bilingual children
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In: Taikomoji kalbotyra, Iss 4 (2014) (2014)
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| 930 |
What's the Subjunctive, Again? Preparing English Speakers for Learning Spanish
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In: Honors Senior Theses/Projects (2014)
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| 931 |
Teaching Arabic and English to Speakers of Other Languages: the Application of Theory-Grounded Methods
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In: All Graduate Plan B and other Reports (2014)
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| 932 |
Alice's Adventure Through Second Language Acquisition: An Educator's Perspective
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In: All Graduate Plan B and other Reports (2014)
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| 933 |
Teaching English grammar in a hybrid course: student performance and teacher and student perceptions ; Master of Arts
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Abstract:
thesis ; This M.A. thesis reports on an action-based research project that used a quasiexperimental design and was conducted in two sections of an English grammar and editing skills class taught at the University by the same instructor. One section was a traditional face-to-face (f2f) class while the other one was a hybrid. Students were assigned to sections based on the normal registration process. Action research is designed to assist the teacher in understanding whether hybrid instruction has a positive effect on students' development of English grammar and editing skills; it also investigates teacher and student perceptions of the hybrid and f2f formats. A pretestposttest design was used to measure whether hybrid instruction had a positive effect on the students' performance. Teachers' perceptions of both formats were investigated through teaching journals, and students' perceptions of the hybrid format were obtained from questionnaires and data from a focus group conducted by a professional from the Center for Teaching and Learning Excellence (CTLE) at the University. The results of pre- and posttests indicate that there was no significant difference between the two groups in terms of their knowledge of English grammar and editing skills after the treatment. An analysis of the perceptual data indicates that both the teacher and the students had positive perceptions about the hybrid course. However, data also indicated that the hybrid course should be refined in several ways to help students manage their time better and study more effectively during online days. The f2f format was perceived to be equally effective by the teacher; however, managing the classroom and keeping students' attention in the f2f format was perceived to be challenging.
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Keyword:
ESL; Hybrid; Linguistics; Perception; Second language acquisition; Teaching English
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URL: https://collections.lib.utah.edu/ark:/87278/s6m64tk7
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| 934 |
A Corpus-Based Study on Chinese EFL Students’ Acquisition of “YET”
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In: Studies in Literature and Language; Vol 9, No 3 (2014): Studies in Literature and Language; 108-111 ; 1923-1563 ; 1923-1555 (2014)
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| 935 |
Review of the Influence of L1 in L2 Acquisition
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In: Studies in Literature and Language; Vol 9, No 2 (2014): Studies in Literature and Language; 57-60 ; 1923-1563 ; 1923-1555 (2014)
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| 936 |
Constructing an evidence-base for future CALL design with ‘engineering power’: The need for more basic research and instrumental replication
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| 937 |
Comentario al artículo “Rasgos de la competencia léxica del verbo” de Anna Sánchez Rufat
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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| 938 |
Explicaciones gramaticales simples y claras
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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| 939 |
Rasgos de la competencia léxica del verbo
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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| 940 |
La metáfora como base de un modelo didáctico
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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