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Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
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Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
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The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
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Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English
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Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019
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K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
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Abstract:
This is the author accepted manuscript. The final version is available from Routledge via the link in this record ; As an approach of assessment as learning, classroom portfolio assessment (CPA) has received much attention in the language assessment community. In this study, ten K-12 Chinese language teachers in U.S. schools were interviewed to examine their understandings, perceptions, and implementations of CPA. Overall, corroborating the findings of previous questionnaire studies on the assessment literacy of language teachers, the participants demonstrated rather limited knowledge of CPA (i.e., a knowledge gap). In addition, while the benefits of CPA were recognized by the participants, they showed little interest in implementing it in their classrooms (i.e., a gap between teacher thinking and classroom practice). These two gaps are discussed in light of the importance of a strong knowledge base for effective implementation of CPA and external factors that may affect teachers’ motivation, intention, or decision to implement CPA. It is recommended that language teachers be provided with systematic initial training and professional development in CPA; and that contextual constraints on the implementation of CPA be recognized and support be provided to teachers to promote their professional learning of language assessment.
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URL: http://hdl.handle.net/10871/36866
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Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome
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Self-regulated learning of vocabulary in English as a Foreign Language
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
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Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis
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Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
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Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
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Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?
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Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation
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Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
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Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
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Zhang, D. - : Oxford University Press (OUP), 2016
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Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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