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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 Hits 1 – 8 of 8 1 Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties McKean, Cristina; Reilly, Sheena; Bavin, Edith L.. - : American Academy of Pediatrics, 2017 BASE Show details 2 Language education policy among the Association of Southeast Asian Nations (ASEAN) Kirkpatrick, Andy. - : Liverpool University Press, 2017 BASE Show details 3 Language education policy and practice in East and Southeast Asia Kirkpatrick, Andy; Liddicoat, Anthony J.. - : Cambridge University Press, 2017 BASE Show details 4 The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation? Kirkpatrick, Andy. - : Springer, 2017 BASE Show details 5 Future directions for researching Chinese English Kirkpatrick, Andy. - : Springer International Publishing AG, 2017 BASE Show details 6 Direct teaching of vocabulary after listening: is it worth the effort and what method is best? Hennebry, M; Rogers, V; Macaro, E. - : Routledge, 2017 BASE Show details 7 Elaborative feedback to enhance online second language reading comprehension Bown, A. - : Canadian Center of Science and Education, 2017 Abstract: Many higher education students across the world are studying in situations where a high proportion of the academic materials they encounter are online reading texts written in their second language. While the online medium presents a number of challenges to L2 readers, it also enables the provision of a range of support mechanisms, such as instant feedback. This quasi-experimental study investigated the use of two types of feedback, elaborative and knowledge of response, and compares their effectiveness for enhancing online second language reading comprehension. The participants were 113 Emirati students of L2 English at a higher education college in the United Arab Emirates. Data were collected using a pre-test and a post-test measure of reading comprehension and an online reading comprehension exercise containing either elaborative or knowledge of response feedback. The results of the quasi-experiment showed no significant difference between the effects of the two feedback types on comprehension of an online reading text for the sample as a whole. Equally, for the high-proficiency readers, feedback type had no significant effect on text comprehension. However, with regard to the low-proficiency readers, those receiving elaborative feedback performed significantly better on the post-test than those who received knowledge of response feedback. The findings suggest that elaborative feedback can enhance online L2 reading comprehension but that it needs to be tailored specifically to the needs of the L2 readers it is intended to support. Keyword: Applied Linguistics and Educational Linguistics; Communication and Culture; Language; Linguistics URL: http://ecite.utas.edu.au/122341 http://www.ccsenet.org/journal/index.php/elt/issue/view/1937 https://doi.org/10.5539/elt.v10n12p164 BASE Hide details 8 Foreign Language Teaching for Citizenship Development Hennebry, M. - : Routledge, 2017 BASE Show details

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