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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 Hits 1 – 20 of 39 1 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2021 BASE Show details 2 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2021 BASE Show details 3 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2021 BASE Show details 4 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2021 BASE Show details 5 The Effects of Classroom Intervention Strategies on Language Learner Motivation Máirín Kelly In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021) BASE Show details 6 Learner Difficulties and Strategy Choice when Learning to Read in a Genetically Related Language: The Case of a Ukrainian Language Learner ... Lee, Yan-Yi. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 7 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2020 BASE Show details 8 Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4 Doerr, Emmanuel Jean André; Universitat Autònoma de Barcelona. Facultat de Traducció i d'Interpretació. - : Bellaterra : Universitat Autònoma de Barcelona, 2020 BASE Show details 9 Learning English in a mobile-technology-assisted environment in China: Perception, process and Community of Practice Gao, Chuan. - : University of Sydney, 2020 BASE Show details 10 Exploring the role of strategy instruction: Young learners’ listening performance and strategy use Pelin Irgin; İsmail Hakkı Erten In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 415-441 (2020) (2020) BASE Show details 11 Mastery-based language learning outside class: Learning support in flipped classrooms Wang, Yuping; Qi, Grace. - : University of Hawaii, 2018 Abstract: In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students’ cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text Keyword: Computer-assisted language learning; Instructional design; Language learning strategies; Learner autonomy; Linguistics not elsewhere classified URL: http://hdl.handle.net/10072/381565 BASE Hide details 12 A systematic review of language learner strategy research in the face of self-regulation Boggs, JA; Rose, HL; Briggs, J. - 2017 BASE Show details 13 A systematic review of language learner strategy research in the face of self-regulation Rose, H; Briggs, JG; Boggs, J. - 2017 BASE Show details 14 The 21st century English language reading classroom in Montenegro: the influence of metacognitive strategies on university students’ attitudes regarding the process of reading in English Mijušković, Marija; Simović, Saša In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 26, 2016, pags. 23-36 (2016) BASE Show details 15 The Relationship between Iranian EFL Learners’ Autonomy and their Vocabulary Learning Strategies with a Focus on Gender Elham Sedighi; Nasrin Hadidi Tamjid In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 183-196 (2016) (2016) BASE Show details 16 The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening Gagen-Lanning, Kelsey In: Graduate Theses and Dissertations (2015) BASE Show details 17 Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors Cáceres-Lorenzo, MTeresa In: Language Awareness[ISSN 0965-8416],v. 24, p. 255-272 (2015) BASE Show details 18 Maximing Learning Strategies To Pomote Learner Autonomy Junaidi Mistar In: TEFLIN Journal, Vol 12, Iss 1, Pp 88-100 (2015) (2015) BASE Show details 19 Perceptions of Teacher's Use of English as a Second Language Strategies and Research-Based Practices With English Language Learners in Northeast Tennessee Renner, Jasmine In: ETSU Faculty Works (2012) BASE Show details 20 Taiwanese university students’ beliefs about language learning and strategy use in an EFL exit test environment Kao, Tung-Wei. - 2012 BASE Show details Page: 1 2

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