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The Effect of Providing Feedback and Feedforward in Prosody Instruction for Developing Listening Comprehension Skills by Interpreter Trainees
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Mahmood Yenkimaleki; Vincent J. van Heuven; Mostafa Hosseini – Foreign Language Annals, 2024
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest-posttest-delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all…
Descriptors: Feedback (Response), Suprasegmentals, Listening Comprehension, Listening Skills
To Be with Artificial Intelligence in Oral Test or Not to Be: A Probe into the Traces of Success in Speaking Skill, Psychological Well-Being, Autonomy, and Academic Buoyancy
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Biju Theruvil Sayed; Zein Bassam Bani Younes; Ahmad Alkhayyat; Iroda Adhamova; Habesha Teferi – Language Testing in Asia, 2024
There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners' speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a…
Descriptors: Artificial Intelligence, Language Tests, Success, Speech Skills
The Influence of Explicit Teaching and Utilization of Concept-Mapping on EFL Students' Listening and Self-Efficacy
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Boroumand, Mohsen; Mardani, Mahdi; Khakzad Esfahlan, Farzaneh – Language Teaching Research Quarterly, 2021
One of the most important communicative skills is listening and, at the same time, the Achilles' heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, self-efficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping,…
Descriptors: Direct Instruction, Instructional Effectiveness, Concept Mapping, Listening Skills
The Effect of Multi-Mode Stimuli of Feedforward and Eye Tracking on Metacognition -- An Exploratory Study Using Digital Dictionaries
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Zhai, Xuesong; Chu, Xiaoyan; Meng, Nanxi; Wang, Minjuan; Spector, Michael; Tsai, ChinChung; Liu, Hui – Educational Technology & Society, 2022
Metacognition is regarded as a retrospective skill promoting learners' learning performance, deep thinking, and academic well-being. Stimulated Recall (SR) is regarded as a reliable approach to inspiring learners' metacognition in the classroom. However, the outbreak of COVID-19, causing widespread class suspension, may impair the effect of SR on…
Descriptors: Eye Movements, Metacognition, Measures (Individuals), Thinking Skills