1 |
Encuentros con la escritura en el ingreso a la educación superior: representaciones sociales de los estudiantes en seis áreas de conocimiento
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Humour loss in the Indonesian translation of Harry Potter and the Sorcerer's Stone
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Language learning motivation of students from a special educational school in Hong Kong
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
|
|
|
|
BASE
|
|
Show details
|
|
6 |
On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
|
|
|
|
Abstract:
There is an increasing understanding that the development of academic language and learning (ALL) for students with English as an additional language (EAL) should be facilitated via coordinated, institution-wide, scalable provision. However, with large-scale curriculum reform comes increased accountability and expectation of visible learning outcomes. This paper outlines six mechanisms that can be utilised in the evaluation of institution-wide credit-bearing English language enhancement courses (ELECs): 1) English language proficiency, 2) academic outcomes, 3) academic integrity, 4) retention, 5) student evaluations, and 6) self-directed learning. It is argued that, as measurable gains are likely to be modest in the short term, multiple methods are advisable to garner evidence of cumulative value. The constraints and affordances of each mechanism are discussed and operationalised in relation to a suite of ELECs at a large Australian university. The findings demonstrate co-occurrence of a range of positive student outcomes when compared with students who did not undertake the ELECs. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
|
|
Keyword:
Applied Linguistics and Educational Linguistics
|
|
URL: http://hdl.handle.net/10072/373782 https://doi.org/10.1016/j.jeap.2017.12.001
|
|
BASE
|
|
Hide details
|
|
7 |
Supporting online L2 academic reading comprehension with computer-mediated synchronous discussion and elaborative feedback
|
|
Bown, A. - : The Reading Matrix, Inc, 2018
|
|
BASE
|
|
Show details
|
|
8 |
Constructing identities online- an exploratory study of Saudi youths' strategies
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Language education policy among the Association of Southeast Asian Nations (ASEAN)
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Language education policy and practice in East and Southeast Asia
|
|
|
|
BASE
|
|
Show details
|
|
12 |
The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation?
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Elaborative feedback to enhance online second language reading comprehension
|
|
Bown, A. - : Canadian Center of Science and Education, 2017
|
|
BASE
|
|
Show details
|
|
18 |
English as a lingua franca and its educational impact in Asia
|
|
|
|
BASE
|
|
Show details
|
|
|
|