| 1 |
Improving EFL ninth graders’ reading comprehension through thieves learning strategy
|
|
|
|
In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Developing an intensive reading material for EFL students: a final product
|
|
|
|
In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
English as a Lingua Franca (ELF): Croatian L1 Students' Perspectives ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
THE USE OF SUPPLEMENTARY MATERIALS FOR TEACHING HIGH SCHOOL STUDENTS IN EFL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
THE USE OF SUPPLEMENTARY MATERIALS FOR TEACHING HIGH SCHOOL STUDENTS IN EFL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
English as a Lingua Franca (ELF): Croatian L1 Students' Perspectives ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Language Interference in EFL Students‘ Composition of IAIM NU Metro Lampung ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
L1 in the EFL Classroom : Teachers' and Students' Perspectives
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
|
|
|
|
In: Journal of University Teaching & Learning Practice (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
An approach to creative media literacy for world issues
|
|
|
|
In: Journal of Media Literacy Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT
|
|
|
|
In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 185-220 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Investigating writing difficulties in essay writing: Tertiary students’ perspectives
|
|
|
|
In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
EFL students’ perspectives on the employment of language learning strategies
|
|
|
|
In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 49-60 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 263-277 (2021)
|
|
Abstract:
Aunque se han hecho muchas investigaciones sobre las consecuencias de aplicar diferentes enfoques a la escritura, todavía falta la comparación empírica de la investigación de dos influyentes focos en los métodos de forma sobre la exactitud de la escritura.Por lo tanto, este estudio tiene importancia, ya que es el primer estudio que compara los efectos relativos de dos intervenciones instruccionales de la instrucción de desfalco y procesamiento en la exactitud de la escritura de los alumnos de EFL. Para lograr el objetivo de este estudio, 56 adolescentes iraníes participantes en el nivel primario fueron homogeneizados y seleccionados de entre 90 estudiantes de una escuela de idiomas, basándose en el resultado de una muestra piloto de Key English Test (KET). Estos participantes fueron divididos aleatoriamente en dos grupos experimentales con 28 participantes en cada uno: grupos de instrucción de dictogloss y de procesamiento. Se administró un test de escritura como preprueba para homogeneizar a estos participantes con respecto a la precisión de escritura y luego en un grupo de tareas de dictogloss y en el otro trabajo de instrucción de procesamiento se practicaron a través de 8 sesiones. Al final de los tratamientos, se administró a ambos grupos una prueba de escritura de secuencias de imágenes como prueba posterior. Finalmente se compararon las puntuaciones medias de ambos grupos en el posttest a través de una prueba t de muestras independientes. El resultado rechazó la hipótesis nula que demostraba que el dictogloss, a través de una mezcla de factores colaborativos en el proceso de enseñanza y aprendizaje, podía motivar significativamente a los participantes que superaron al grupo de instrucción de procesamiento en cuanto a su precisión de escritura. ; Although many investigations have been carried out into the consequence of applying different approaches to teaching writing, there is still a lack of the empirical comparing research into two influential focus-on-form methods of generating writing accuracy. This study is therefore significant as it is the very first study that compares the relative effects of the two instructional interventions of dictogloss and processing instruction on EFL learners’ writing accuracy. To achieve the abovementioned aim, 56 teenage Iranian participants with elementary level English were homogenized and selected out of 90 learners at a language school, using the results of a piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each: one a dictogloss and the other a processing instruction group. A writing test was administered as a pretest to homogenize these participants regarding writing accuracy and then in one group dictogloss tasks and in the other processing instruction tasks were practiced through 8 sessions. A picture sequence writing task was administered as a posttest at the end of the treatments to both groups. Finally the mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that dictogloss, through a mixture of collaborative factors in the teaching and learning process, could significantly motivate the participants who outperformed the processing instruction group regarding their writing accuracy
|
|
Keyword:
actividades estructuradas de insumos; Dictogloss; Elementary EFL Students; estudiantes elementales de EFL; instrucción de procesamiento; precisión de escritura; Processing instruction; Structured input activities; Writing accuracy
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8020386
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
ENGLISH – MAJORED STUDENTS’ PERCEPTIONS ON TEACHERS’ USE OF VIETNAMESE IN EFL CLASSROOMS
|
|
|
|
In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 221-241 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
|
|
|
|
In: TEFLIN Journal, Vol 32, Iss 2, Pp 295-315 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Communication Strategies Used by Papuan EFL Students
|
|
|
|
In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 5, No 2 (2021): Metathesis: Journal of English Language, Literature, and Teaching; 217-227 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v5i2 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations
|
|
|
|
In: Lexikos; Vol. 30 (2020) ; 2224-0039 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners
|
|
|
|
In: Sustainability ; Volume 12 ; Issue 4 (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
