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The Effectiveness of Classroom Instruction "At Home" versus Study Abroad for Learners of English as a Foreign Language Attending Primary School, Secondary School and University
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Llanes, Àngels; Serrano, Raquel – Language Learning Journal, 2017
Given the growing importance of English as a lingua franca, this study examines which context (classroom instruction in the students' home country vs. studying abroad in an English-speaking country) better facilitates the acquisition of English by learners of different ages: children, adolescents and adults. Participants (N = 197) completed…
Descriptors: English (Second Language), Second Language Instruction, Oral Language, Written Language
The Impact of Using SMS as Learning Support Tool on Students' Learning
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Gasaymeh, Al-Mothana M.; Aldalalah, Osamah M. – International Education Studies, 2013
This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students' learning in an introductory programming course. In addition, the study examined students' perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study…
Descriptors: Handheld Devices, Telecommunications, Written Language, Introductory Courses
Practice Makes Best: Contrasting Learning Contexts, Comparing Learner Progress
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Pérez-Vidal, Carmen – International Journal of Multilingualism, 2015
Undoubtedly, different learning contexts offer different opportunities for foreign language practice. This article focuses on context effects, and reports on the findings of the "Study Abroad and Language Acquisition" (SALA) project, which has examined in depth the impact of two learning contexts, SA within the European Community Action…
Descriptors: English (Second Language), Second Language Learning, Multilingualism, Accuracy
The Effects of Three Feedback Forms on Learning through a Computer-Based Tutorial.
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Bationo, Bernadin D. – CALICO Journal, 1992
The effects of a French tutorial with spoken feedback, written feedback, written/spoken feedback, and no feedback were examined with 56 undergraduates using a Macintosh computer. Results supported the hypothesis that students receiving written/spoken feedback perform better than those in the other three feedback categories. (eight references)…
Descriptors: Academic Achievement, College Students, Comparative Analysis, Computer Assisted Instruction