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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 4 5...112 Hits 1 – 20 of 2.228 1 THE USE OF INFORMATION TECHNOLOGY IN THE PROCESS OF ASSESSMENTS OF LEGAL TERMINOLOGY ... Mirgiyazova Munisa Mirusmanovna. - : Zenodo, 2022 BASE Show details 2 THE USE OF INFORMATION TECHNOLOGY IN THE PROCESS OF ASSESSMENTS OF LEGAL TERMINOLOGY ... Mirgiyazova Munisa Mirusmanovna. - : Zenodo, 2022 BASE Show details 3 Intoxication and pitch control in tonal and non-tonal language speakers ... Chang, Charles. - : Open Science Framework, 2022 BASE Show details 4 Materials for Tang et al. (2022) ... Chang, Charles. - : Open Science Framework, 2022 BASE Show details 5 Dataset for Tang et al. (2022) ... Chang, Charles. - : Open Science Framework, 2022 BASE Show details 6 Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities Le, Thi Nguyet; Allen, Bill; Johnson, Nicola F. In: Research outputs 2014 to 2021 (2022) BASE Show details 7 TECHNOLOGIES FOR DEVELOPING LEXICAL COMPETENCE OF MEDICAL STUDENTS IN ENGLISH ... Rashidova Nodira Habibullayevna. - : Zenodo, 2022 BASE Show details 8 TECHNOLOGIES FOR DEVELOPING LEXICAL COMPETENCE OF MEDICAL STUDENTS IN ENGLISH ... Rashidova Nodira Habibullayevna. - : Zenodo, 2022 BASE Show details 9 English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl In: Georgia International Conference on Information Literacy (2022) BASE Show details 10 Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education Alonso-Belmonte, Isabel; Fernández-Agüero, María. - : Elsevier, 2022 BASE Show details 11 How do L2 student moderators facilitate a peer-led discussion forum? Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2022 BASE Show details 12 Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022 BASE Show details 13 Social Media and Intercultural Learning: An approach to EFL for Secondary Students Márquez Indias, Almudena. - : Universidad de Córdoba, 2022 BASE Show details 14 Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries Owan, Valentine Joseph; Agurokpon, Daniel Clement; Owan, Abahcham V. In: Library Philosophy and Practice (e-journal) (2022) BASE Show details 15 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 16 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 17 Promoting English movie as a means of enhancing EFL learners’ cultural competence Dwi Suny Wardhany In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 186-201 (2022) (2022) BASE Show details 18 EFL students’ motivation on learning English: What can we learn from them? Yelni Erniyati; Pristian Hadi Putra In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 215-231 (2022) (2022) BASE Show details 19 The productive vocabulary of multimodal and unimodal English as a Foreign Language learners Montero SaizAja, Alejandra In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022) Abstract: This study investigated the productive vocabulary of EFL learners divided into two groups: multimodal (preference for two or three perceptual learning styles) and unimodal (preference for one perceptual learning style). The objectives of this research were twofold: (1) to identify the productive vocabulary of multimodal and unimodal EFL learners; and (2) to ascertain whether there were statistically significant differences between productive vocabulary and the preferences for learning (multimodality or unimodality). The sample consisted of 60 Spanish EFL learners (24 multimodal and 36 unimodal) in the 12th grade. The data collection instruments were the Learning Style Survey (Cohen et al., 2009) to divide the informants into multimodal and unimodal learners, and the 2,000-word version of the Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) to measure their productive vocabulary. Then, data were coded and subjected to quantitative analyses. The findings indicated that multimodal learners had more productive vocabulary (1,186 words) than their unimodal peers (948 words). However, there were not statistically significant differences between multimodal and unimodal learners in their productive vocabulary. However, both the effect size and the strength of association were large. Therefore, the results suggested that EFL learners employed different sensory modalities to learn vocabulary. ; Este estudio investigó el vocabulario productivo de aprendices de inglés como lengua extranjera multimodales y unimodales, de acuerdo a sus estilos de aprendizaje. Los objetivos fueron: (1) identificar el vocabulario productivo de los estudiantes multimodales y unimodales; (2) determinar si se encontraron diferencias estadísticamente significativas entre el vocabulario productivo y las preferencias en el aprendizaje (multimodalidad o unimodalidad). La muestra la formaron 24 alumnos multimodales y 46 unimodales, aprendices de inglés como lengua extranjera de 2º de Bachillerato. Los instrumentos utilizados fueron el Learning Style Survey (Cohen et al., 2009), para dividir a los alumnos en multimodales y unimodales, y el Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) para medir el vocabulario productivo. A continuación, los datos fueron codificados y sometidos a análisis cuantitativos. Los resultados indicaron que los alumnos multimodales presentaron un mayor vocabulario productivo (1.186 palabras) que los unimodales (948 palabras). La prueba de Wilcoxon mostró que no había diferencias estadísticamente significativas en el vocabulario productivo de los alumnos multimodales y unimodales. Sin embargo, el tamaño del efecto y la fuerza de asociación fueron grandes. Estos resultados sugieren que los aprendices de inglés como lengua extranjera utilizan diferentes modalidades sensoriales para aprender vocabulario. Keyword: English as a Foreign Language; estilos de aprendizaje de percepción; inglés como lengua extranjera; multimodalidad; Multimodality; Perceptual learning style preferences; Productive vocabulary; unimodalidad; Unimodality; vocabulario productivo URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8393669 BASE Hide details 20 Student Centered Language Teaching: A Focus on Student Identity Mano, Rachel In: All Graduate Plan B and other Reports (2022) BASE Show details Page: 1 2 3 4 5...112

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