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Savannah H. Cliatt; Hannah Krimm – Teaching and Learning in Communication Sciences & Disorders, 2025
The purpose of this study was to investigate changes in knowledge of post-stroke aphasia among students who watched an informational video (Kennedy et al., 2012a) created for this study compared to students who read an informational text (National Aphasia Association, n.d.). Participants included 136 undergraduate and graduate students who…
Descriptors: Video Technology, Program Effectiveness, Neurological Impairments, Aphasia
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Ivan Lasan – Language Teaching Research, 2025
This study explores whether English-dominant (ED) speakers and speakers of English as a foreign language (EFL) perceive the same degrees of formality in combinations of (in)formal greetings (Hi/Dear) and address forms (informal First Name/Ms. Last Name) with (in)formal nouns, verbs, and adjectives (Latinate/Germanic). It also explores which of…
Descriptors: English (Second Language), Language Usage, Nouns, Verbs
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Sean Kamperman – Written Communication, 2024
This essay analyzes the rhetorical framing tactics of a group of disability activists to understand how they use key words, topic shifts, and other framing maneuvers to amplify marginalized voices in public debates. Focusing on a town hall meeting and a legislator update meeting between activists and lawmakers, the author uses "stasis"…
Descriptors: Activism, Disabilities, Advocacy, Disadvantaged
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Xiaolong Cheng; Lawrence Jun Zhang; Qiaozhen Yan – Language Teaching Research, 2025
As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…
Descriptors: English (Second Language), Second Language Instruction, Feedback (Response), Teacher Response