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Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
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Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
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The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
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Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English
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Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019
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K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
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Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome
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Self-regulated learning of vocabulary in English as a Foreign Language
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Abstract:
This is the final version of the article. Available from English Language Education Publishing via the link in this record. ; Within the framework of self-regulated learning, this study examined how motivational factors (extrinsic and intrinsic motivations) and use of learning strategies work in tandem in influencing L2 vocabulary knowledge among 230 Korean high-school students in Korea learning English as a Foreign Language (EFL). Structural Equation Modeling (SEM) analysis revealed that motivation had a significantly positive indirect effect on EFL vocabulary knowledge through the mediation of vocabulary learning strategies. Intrinsic and extrinsic motivations were positively correlated, and both were positively associated with vocabulary learning strategies as well as vocabulary knowledge. Separate SEM analyses further showed a similar pattern of an indirect effect of these two types of motivation on vocabulary knowledge via the influence of the use of learning strategies. Results are discussed in light of the importance of both intrinsic and extrinsic motivations in highschool students’ English learning in the foreign language context in Korea. ; This study was sponsored by a fellowship to the first author from the Michigan State University College of Education, and the MSU Graduate School.
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Keyword:
English as a Foreign Language; extrinsic motivation; intrinsic motivation; learning strategies; self-regulation; vocabulary
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URL: http://hdl.handle.net/10871/31414
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
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Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis
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Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
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Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
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Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?
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Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation
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Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
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Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
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Zhang, D. - : Oxford University Press (OUP), 2016
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Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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