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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 51 1 Task-based language teaching : theory and practice Ellis, Rod; Skehan, Peter; Li, Shaofeng. - Cambridge : Cambridge University Press, 2020 UB Frankfurt Linguistik Show details 2 Reflections on task-based language teaching Ellis, Rod. - 2018 BASE Show details 3 Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics Ellis, Rod. - : Oxford University Press, 2015 BASE Show details 4 Exploring language pedagogy through second language acquisition research Shintani, Natsuko; Ellis, Rod. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 5 Exploring Language Pedagogy through Second Language Acquisition Research Ellis, Rod; Shintani, N.. - : Routledge, 2013 BASE Show details 6 Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context Zhang, Runhan. - : ResearchSpace@Auckland, 2013 BASE Show details 7 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : Wiley, J, 2012 DNB Subject Category Language Show details 8 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : Wiley, J, 2012 DNB Subject Category Language Show details 9 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : John Wiley & Sons, 2012 DNB Subject Category Language Show details 10 Language Teaching Research and Language Pedagogy Ellis, Rod R. [Verfasser]. - New York, NY : John Wiley & Sons, 2012 DNB Subject Category Language Show details 11 Language teaching research & language pedagogy Ellis, Rod. - Chicester [u.a.] : Wiley-Blackwell, 2012 BLLDB UB Frankfurt Linguistik Show details 12 Investigating the relationships between Chinese university EFL learners' metacognitive listening strategies and their comprehension and incidental vocabulary acquisition from listening tasks Chang, Le. - : ResearchSpace@Auckland, 2012 BASE Show details 13 Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012 BASE Show details 14 The Beliefs And Learner Strategy Use Of Low-Proficiency Chinese Learners And Their Impact On Learning English In A New Zealand Context Zhong, Qunyan. - : ResearchSpace@Auckland, 2012 BASE Show details 15 The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English Frear, David Jon. - : ResearchSpace@Auckland, 2012 BASE Show details 16 The Motivation of Chinese Learners of English in a Foreign and Second Language Context Li, Qi. - : ResearchSpace@Auckland, 2011 BASE Show details 17 A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English Shintani, Natsuko. - : ResearchSpace@Auckland, 2011 BASE Show details 18 Variation in the ba construction in the interlanguage of L2 Chinese Gao, Xiaoping. - : ResearchSpace@Auckland, 2010 BASE Show details 19 Implicit and explicit knowledge in second language learning, testing and teaching Reinders, Hayo; Ellis, Rod; Erlam, Rosemary. - Bristol [u.a.] : Multilingual Matters, 2009 BLLDB UB Frankfurt Linguistik Show details 20 Evaluation of an Online English learning program Ho, Yi-Chieh. - : ResearchSpace@Auckland, 2009 Abstract: Along with the rapid growth of computer technology, the need for CALL evaluation has become increasingly important; however, its implementation remains problematic for a number of reasons including teachers’ lack of experience and adequate skills (Hubbard, 2006), lack of mutually agreed-upon adequate criteria (Hubbard, 2006), and lack of higher-level evaluative skills to evaluate media online (Oosterhof, Conrad, & Ely, 2008). This study describes the classroom-based evaluation of a CALL program. It was undertaken in a Taiwan technological institute, with participants (N = 39) from second-year night-time junior college. The aims were to evaluate the effectiveness of the English Discoveries Online (EDO) program, to identify changes for more effective future use and sound criteria for CALL evaluation. The program’s key features include self-directed courses, self-access out of class, regularly updated materials delivered through the Internet, Web-literacy development, the Teacher Management System, and support tools. Effectiveness was determined by examining self-access learning out of class, motivation, Web-literacy, English proficiency, and the above key features. Both quantitative and qualitative methods were used. The evaluation followed Alderson’s (1992) framework for planning, Weir and Roberts (1994) for design and implementation, and Ellis’ (1997a & b) three types of evaluation for data collection. Instruments included: questionnaires, checklists, an observation record of student behaviors, a monitoring record of the computer screens, reports, individual student records on self-access, and student e-mails sent to the teacher-researcher. The results showed that students considered the EDO helpful for learning English, for enhancing their computer knowledge and English learning interest out of class. There was no significant change in students’ motivation and Web-literacy. There was a significant improvement in students’ pre- and post-test scores in reading and writing. More positive rather than negative comments were given about the key features of the program in students’ reports. Overall, 91% of the class considered the program effective. The findings indicate that this program has a place in English teaching in this Taiwan context. Implications and limitations, as well as lessons learned as a teacher and an evaluator, are discussed. URL: http://hdl.handle.net/2292/4300 BASE Hide details Page: 1 2 3

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