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Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement
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Nie, Youyan; Lau, Shun – Learning and Instruction, 2010
This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…
Descriptors: Constructivism (Learning), Self Efficacy, Predictor Variables, Foreign Countries
The Effect of Instruction Type and Dyadic or Individual Emulation on the Quality of Higher-Order Peer Feedback in EFL
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Van Steendam, Elke; Rijlaarsdam, Gert; Sercu, Lies; Van den Bergh, Huub – Learning and Instruction, 2010
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive…
Descriptors: Observation, Native Speakers, English (Second Language), Business English
Redundancy in Foreign Language Reading Comprehension Instruction: Concurrent Written and Spoken Presentations
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Diao, Yali; Sweller, John – Learning and Instruction, 2007
In an example of the redundancy effect, learning is inhibited when written and spoken text containing the same information is presented simultaneously rather than in written or spoken form alone. The current research was designed to investigate whether the redundancy effect applied to reading comprehension in English as a foreign language (EFL) by…
Descriptors: Second Language Learning, English (Second Language), Redundancy, Reading Comprehension
L-1-Assisted Reciprocal Teaching To Improve ESL Students' Comprehension of English Expository Text.
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Fung, Irene Y. Y.; Wilkinson, Ian A. G.; Moore, Dennis W. – Learning and Instruction, 2002
Studied the effects of Language 1-assisted (L1) reciprocal teaching (in this case, Mandarin) on the comprehension of English expository text by 12 year-7 and year-8 (grades 6 and 7) Taiwanese students. The use of reciprocal L1 and L2 (English) teaching appeared to increase comprehension when reading L1 and L2 texts. (SLD)
Descriptors: English (Second Language), Foreign Countries, Junior High School Students, Junior High Schools