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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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| 63 |
Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection
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In: L2 Journal, vol 12, iss 1 (2020)
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| 64 |
“I CAN’T BELIEVE CLASS IS OVER ALREADY!”: A STUDY OF HOW LANGUAGE-CLASS ACTIVITIES GENERATE FLOW ...
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| 65 |
Continuity and change. Migrants' experiences of adult language education in Sweden ...
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| 66 |
Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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| 67 |
Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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| 68 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ...
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| 69 |
Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students
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In: Behavioral Sciences ; Volume 10 ; Issue 1 (2020)
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| 70 |
Writing in Arabic as a foreign language (AFL): towards finding a balance between translation dependency and creative writing
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| 73 |
Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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| 74 |
LINGUISTIC PUZZLES AS A TOOL TO ENHANCE THE INNER MOTIVATION OF SECONDARY LANGUAGE IDENTITY ; ЛІНГВІСТИЧНІ ЗАДАЧІ ЯК ЗАСІБ ФОРМУВАННЯ ВНУТРІШНЬОЇ МОТИВАЦІЇ ВТОРИННОЇ МОВНОЇ ОСОБИСТОСТІ
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In: Ars linguodidacticae; № 1 (2017); 48-56 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 48-56 ; 2663-0303 (2020)
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| 76 |
The implementation of digital learning technology in the teaching of EFL vocabulary
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| 77 |
The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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| 78 |
Computerized Dynamic Assessment of Grammar in Second Language Development
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In: Graduate Masters Theses (2020)
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Abstract:
The aim of this research project was to develop a computerized dynamic assessment program (Computerized Dynamic Assessment for Grammar, or CDAG) that approximated an interactionist approach to dynamic assessment and which could serve to help students develop their understanding of grammatical features in second language learning and also as a diagnosis and assessment tool. Within the scope of the project was an analysis to determine if the use of CDA aided in the development of students’ ability to conjugate Spanish verbs in the future tense in a Spanish-as-a-foreign-language classroom. Development was defined as microgenetic and macrogenetic growth. Microgenetic growth was determined by decreased reliance on prompts of students in the CDA group as the assessment progresses within each CDA session (test and posttest). Macrogenetic growth was evaluated by comparing score gains between sessions (pretest, test, posttest, and delayed posttest) as well as decreased reliance on prompts of the CDA group between each CDA session (test and posttest). The effectiveness of the CDA program in comparison to static assessment was evaluated by comparing control and CDA groups in terms of mediated and unmediated individual and group mean scores; responsiveness to mediation was quantified by calculating students’ learning potential score. Maintained gains were determined via delayed posttest. A teacher interview was conducted to investigate the usefulness of the program in terms of identifying specific problem areas to address in subsequent lessons. Students in the CDA group achieved greater macrogenetic growth than those in the control group. CDA was more effective than the static assessments as evidenced by the statistically significant higher scores obtained by the CDA group on the delayed posttest. Students in the CDA group exhibited a higher likelihood of future progress than the control group, indicated by their higher LPS scores. The program was deemed useful as a diagnosis and assessment tool.
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Keyword:
CDA; computerized dynamic assessment; Education; English as a second language; First and Second Language Acquisition; foreign language education; grammar instruction and assessment; Linguistics; second language development
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URL: https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1617&context=masters_theses
https://scholarworks.umb.edu/masters_theses/616
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