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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 3 4 5 6...82 Hits 21 – 40 of 1.629 21 Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm Grotlüschen, Anke Hrsg.; Heilmann, Lisanne Hrsg.. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021) BASE Show details 22 Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? Maué, Elisabeth; Diehl, Claudia; Schumann, Stephan In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021) BASE Show details 23 Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten Schaub, Simone; Eberli, Ramona; Ramseier, Erich... In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021) BASE Show details 24 STUDENT ACHIEVEMENT INDICATORS AT DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER Brenner, Ian A.. - : Monterey, CA; Naval Postgraduate School, 2021 BASE Show details 25 Does Native Multilingualism Lead to Enhanced Executive Functioning in Adulthood? - A Study Examining Inhibitory Control (Stroop Effect) in University Students ... Dvorak, Martin. - : Zenodo, 2021 BASE Show details 26 Does Native Multilingualism Lead to Enhanced Executive Functioning in Adulthood? - A Study Examining Inhibitory Control (Stroop Effect) in University Students ... Dvorak, Martin. - : Zenodo, 2021 BASE Show details 27 Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ... Grofčíková, Soňa; Máčajová, Monika. - : University of Ljubljana, 2021 BASE Show details 28 Teaching to the test: The effects of coaching on English-proficiency scores for university entry Trenkic, Danijela; Hu, Ruolin In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021) BASE Show details 29 The relationship between implicit associations and the social priming of speech ... McLaughlin, Drew. - : Open Science Framework, 2021 BASE Show details 30 Design Proposal for Sign Language Services in TV Broadcasting from the Perspective of People Who Are Deaf or Hard of Hearing Ji Hyun Yi; Songei Kim; Yeo-Gyeong Noh... In: Applied Sciences ; Volume 11 ; Issue 23 (2021) BASE Show details 31 The Effect of Anxiety on Academic Performance among English Language Learners College Students Cadet, Sergine In: Doctoral Dissertations and Projects (2021) BASE Show details 32 Reliability of spoken discourse in speakers with aphasia ... Alexander, Julianne. - : Open Science Framework, 2021 BASE Show details 33 REVISITING PREDICTIVE POWER ANALYSES OF UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST IN TERMS OF INTENSIVE ENGLISH LANGUAGE TRAINING SUCCESS ... Zverev, Ilya Sergeevich. - : Academic research in educational sciences, 2021 BASE Show details 34 The Author Naming Task: A newly-proposed measure for assessing print exposure ... McCarron, Sean. - : Open Science Framework, 2021 BASE Show details 35 Hmong Dialect Intelligibility in Southeastern Yunnan: An Analysis of Which Hmong Lects Are Most Understood and Accepted Castro, Andy; Flaming, Royce. - : SIL International, 2021 BASE Show details 36 Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021 Abstract: Undertaking IELTS (International English Language Testing System), a high-stakes, on-demand English language proficiency test, is a rite of passage for many non-native English-speaking individuals to demonstrate linguistic readiness for academic, emigrational, or vocational ambitions in Anglophone countries. Some self-directed test-takers who lack awareness of how to prepare for and succeed in the Writing module solicit written feedback (WF) via social networking services on rehearsed writing, in the hope outside expertise can provide a judgment of written readiness, suggest ways to close gaps in performance, develop test-taking skills, and enhance familiarity with task expectations. The present case study explores how four candidates preparing for IELTS Writing Task 2 engaged affectively, behaviourally, and cognitively with asynchronous, electronic written feedback provided by the researcher and how their beliefs mediated such engagement. Data was collected over four months from two sources: three rounds of rehearsed essay writing and semi-structured interviews taking place after each round. The study found that, despite detailed written feedback that explained and exemplified required performance, engagement was insufficient to bridge deficits in written performance across the project. Cognitively, learners did not always understand the intentions behind comments or what actions to take to resolve problematic textual features within how the task is assessed, leading to restricted written progress. Behaviourally, meaningful improvements in lexicogrammatical accuracy were not apparent across compositions, while notable content changes between drafts meant many errors went uncorrected. Processing WF tended to be at the surface-level, accompanied by few supplementary learning activities that the participants deemed of limited value. Affectively, the WF was highly valued and deemed confidence-building, contributing an activating effect. A range of personal-, task-, and strategy-related beliefs, some of which appeared naïve or ill-informed, impacted on how the learners engaged with the WF. The implications for practitioners of IELTS Writing preparation and test-takers are discussed. Keyword: IELTS; Language test preparation; Student engagement with written feedback; Written feedback URL: http://hdl.handle.net/10871/127764 BASE Hide details 37 Action verbal fluency in parkinson’s patients ; Fluência verbal de ação em pacientes com doença de Parkinson Rodrigues, Inês Tello; Ferreira, Joaquim J.; Coelho, Miguel. - 2021 BASE Show details 38 Social-pragmatic contextual comprehension in Italian preschool and school-aged children: A study using the Pragma Test Gabbatore Ilaria, Bosco Francesca, Mäkinen Leena, Leinonen Eeva, Loukusa Soile. - 2021 BASE Show details 39 Developing a Spoken Language Outcome Monitoring Procedure for Early Hearing Detection and Intervention Programs Daub, Olivia In: Electronic Thesis and Dissertation Repository (2021) BASE Show details 40 Development of a new aphasia test for Vietnamese people (Vietnamese aphasia test) Le, Khanh Dien. - 2021 BASE Show details Page: 1 2 3 4 5 6...82

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