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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 Abstract: This thesis investigates how Chinese university students learn English in a mobile-technology-assisted environment. The conceptualisation draws on three strands of research: language learning strategies (Dörnyei, 2005), learner agency (Suárez et al., 2018) and Community of Practice (Wenger, 1998). This study employs a mixed methods research design to examine: 1) participants’ perceptions towards mobile-technology-assisted learning; 2) the strategies they adopt in such a ubiquitous environment; and 3) their development of agency and Community of Practice through discussion tasks on WeChat (a mobile social network application). Both qualitative and quantitative data were collected from 321 Chinese university English as a foreign language (EFL) students via a questionnaire, recorded exchanges on WeChat, and semi-structured interviews. It was found that participants showed overwhelmingly positive attitudes towards mobile-technology-assisted learning. Emotion control strategies were found the most influential in shaping participants’ learning behaviours in a mobile-technology-assisted learning environment, overtaking metacognitive and environmental control strategies commonly observed in Chinese learners in a traditional teacher-led and computer-assisted classroom. WeChat-assisted discussion was widely perceived by the participants to be helpful to create a virtual learning community and sustain English learning beyond the classroom. All six dimensions of learner agency (goals, content, actions, strategies, reflection and monitoring) and three characteristics of Community of Practice (joint enterprise, mutual engagement and shared repertoire) were well identified in WeChat-assisted discussion tasks. However, teacher instruction and intervention were found to consistently play a crucial role in securing and enhancing participants’ engagement. Keyword: Community of Practice; English as a foreign language (EFL); Learner agency; Learning strategies; Mobile assisted language learning (MALL); The Chinese context URL: https://hdl.handle.net/2123/23022 BASE Hide 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 BASE Show 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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