NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 646 to 660 of 5,179 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gehebe, Thorfun; Wadhera, Deepti; Marton, Klara – International Journal of Bilingual Education and Bilingualism, 2023
Due to the varying aspects of the bilingual experience and the use of numerous subjective and objective measures across studies, bilingual individuals are often described and grouped differently. We examined the relationship among two subjective and one objective English proficiency measures in spoken and written modalities in 64 bilingual young…
Descriptors: Bilingualism, Language Proficiency, Second Language Learning, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Perry, Conrad – Scientific Studies of Reading, 2018
The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to…
Descriptors: Models, Reading Strategies, Graphemes, Statistical Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Pourdana, Natasha; Nour, Payam; Yousefi, Fariba – Asian-Pacific Journal of Second and Foreign Language Education, 2021
Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners…
Descriptors: Written Language, Feedback (Response), Second Language Instruction, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Puttick, Steven; Warren-Lee, Nicola – International Research in Geographical and Environmental Education, 2021
This paper explores geography mentors' written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge discussed in written lesson observation feedback…
Descriptors: Written Language, Feedback (Response), Geography Instruction, Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Makowski, Martha B. – Research in Mathematics Education, 2021
Teaching meaningful and productive mathematical argument in school requires teachers who are comfortable with diverse forms of mathematical justification. This study examines the written and oral justifications of pre-service middle school teachers (PSTs) in a single classroom, focusing on the types of justifications they use during the patterns…
Descriptors: Mathematics Instruction, Teaching Methods, Preservice Teachers, Middle School Teachers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Goldouz, Elnaz; Baleghizadeh, Sasan – MEXTESOL Journal, 2021
This study was conducted to identify Iranian EFL teachers' perceptions regarding the most serious written errors made by young adult EFL learners, along with the most effective types of written corrective feedback to deal with them. Data were collected from 253 Iranian EFL teachers through a questionnaire made by the researchers and were analyzed…
Descriptors: Language Teachers, English (Second Language), Second Language Instruction, Second Language Learning
Katherine Ruthann McKinney – ProQuest LLC, 2021
Postsecondary faculty do not provide detailed, individualized, and timely feedback to students, although faculty and students consider feedback an integral aspect of higher education. Text expander technology, or software programs that automatically convert snippets of predetermined text into longer phrases, can aid postsecondary faculty in…
Descriptors: College Faculty, Adoption (Ideas), Technology, Instructional Innovation
Peer reviewed Peer reviewed
Direct linkDirect link
Martelle, Stefanie N.; Namazi, Mahchid – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The aim of this review is to illuminate the connection between inferential skills and spoken language idiom comprehension (SLIC) with a focus on autism. Idioms are frequently occurring figurative expressions, such as feeling blue, on cloud nine, and all tied up, that have literal and nonliteral meanings. Method: In this review article, an…
Descriptors: Figurative Language, Correlation, Speech Communication, Pervasive Developmental Disorders
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Alqurashi, Fahad – Journal of Language and Linguistic Studies, 2022
This study aims to investigate the beliefs and real practices of four English writing teachers in relation to their written corrective feedback (WCF) and verify whether these beliefs and practices are compatible or not in an ESP context in the preparatory year in Saudi Arabia. The participants in his study were four teachers and fortystudents at…
Descriptors: English for Special Purposes, Language Teachers, Teacher Attitudes, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
Incognito, Oriana; Scaccioni, Laura; Pinto, Giuliana – International Journal of Music Education, 2022
A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on…
Descriptors: Music Education, Preschool Children, Correlation, Cognitive Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Ulicheva, Anastasia; Roon, Kevin D.; Cherkasova, Zoya; Mousikou, Petroula – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Most psycholinguistic models of reading aloud and of speech production do not include linguistic representations more fine-grained than the phoneme, despite the fact that the available empirical evidence suggests that feature-level representations are activated during reading aloud and speech production. In a series of masked-priming experiments…
Descriptors: Phonology, Oral Reading, Contrastive Linguistics, Priming
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Nassif, Lama; Basheer, Nesrine – Arab Journal of Applied Linguistics, 2022
Developing sociolinguistic competence in Arabic can be a complex process given how Modern Standard Arabic (MSA) and Colloquial Arabic (CA) are used within a changing sociolinguistic environment in Arabic-speaking communities. Findings from empirical research suggest that second language (L2) Arabic learners who receive multidialectal training in…
Descriptors: Advanced Students, Arabic, Dialects, Second Language Learning
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Vatansever, Ayse; Toker, Türker – Malaysian Online Journal of Educational Technology, 2022
This study explores the influence of feedback mode on learners' behavioral and affective engagement through a mixed method research design. Fourteen English as a foreign language (EFL) learners at a Turkish university performed four writing tasks (i.e., two essays and two reports) throughout an authentic seven-week distance foreign language (L2)…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Julia Schillo; Mark Turin – Language Documentation & Conservation, 2022
Despite considerable typographical innovations over the past twenty years that have enabled and facilitated typing capabilities for many Indigenous language orthographies, typographical errors continue to disproportionately affect Indigenous languages. These include errors in glyph shapes, which impact legibility, and issues with glyph…
Descriptors: Layout (Publications), Semantics, Language Research, Written Language
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Tianxu; Feng, Yali – SAGE Open, 2020
Chinese character learning requires various reading subskills, such as radical awareness and character knowledge. Radical awareness refers to learners' ability to identify, analyze, and apply semantic radicals in compound characters. Previous studies have shown that radical awareness and character knowledge facilitate learning semantically…
Descriptors: Chinese, Orthographic Symbols, Semantics, Retention (Psychology)
Pages: 1  |  ...  |  40  |  41  |  42  |  43  |  44  |  45  |  46  |  47  |  48  |  ...  |  346