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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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In: Research outputs 2014 to 2021 (2022)
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| 3 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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| 4 |
Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
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In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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| 5 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 6 |
Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
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In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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| 7 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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| 8 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 9 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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| 11 |
Towards the new construct of academic English in the digital age
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| 12 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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| 13 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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| 14 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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| 15 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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| 17 |
Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
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Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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| 18 |
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
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Abstract:
Purpose Idea density has been shown to influence comprehension time for text in various populations. This study aims to explore the influence of spoken idea density on attainment in young, healthy subjects using demographic characteristics. Methods Students watched two online lectures and answered 10 multiple choice questions on them. Students received one more idea dense (MID) and one less idea dense (LID) lecture on two different subjects. Results Seventy-five students completed the study achieving a higher median score after a less idea-dense lecture (LID = 7(3), MID = 6(3), p = 0.04). Artificial neural network models revealed the first language as the main predictor of exam performance. The odds ratio (OR) of obtaining ≥70% after a more idea-dense lecture was six-time higher for the first language versus second language English speakers (OR = 5.963, 95% CI 1.080–32.911, p = 0.041). The odds ratio was not significant when receiving a less dense lecture (OR = 2.298, 95% CI 0.635–8.315, p = 0.205). Second-language speakers benefited from receiving a lower idea density, achieving a 10.8% score increase from high to low density, versus a 3.2% increase obtained by first language speakers. Conclusions The propositional idea density of lectures directly influences students’ comprehension, and disproportionately for second language speakers; revealing the possibility of reduced spoken idea density in levelling the attainment differential between first and second language speakers.
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Keyword:
Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1080/0142159X.2021.1985097
http://clok.uclan.ac.uk/39317/
http://clok.uclan.ac.uk/39317/1/39317%200142159X.2021.pdf
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| 19 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
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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)
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| 20 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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