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Zhou, Xiaoying – English Language Teaching, 2019
The slip-over phenomenon is a very interesting feature in rapid writing Chinese characters, a unique psychological phenomenon in Chinese language. Most of the slip-over characters appear in set phrases. It is just like a walking man, when he is in a hurry he would sometimes run one or two steps. Since most Chinese characters contain radicals,…
Descriptors: Chinese, Written Language, Orthographic Symbols, Phrase Structure
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Volz, Sarah; Reinhard, Marc-André; Müller, Patrick – Applied Cognitive Psychology, 2020
Detecting lies is crucial in numerous contexts, including situations in which individuals do not interact in their native language. Previous research suggests that individuals are perceived as less credible when they communicate in a nonnative compared with native language. The current study was the first to test this effect in truthful and…
Descriptors: Deception, Written Language, Native Speakers, Native Language
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Medved, Maria I. – Interchange: A Quarterly Review of Education, 2020
In psychological assessment, there is a tension between oral and written language. This tension is rarely troubled or even noted in clinical practice. For report writing purposes, psychologists routinely transform oral, socially embedded material into written texts. In this paper, I highlight three points in the psychological assessment process…
Descriptors: Literacy, Psychological Evaluation, Oral Language, Written Language
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Bernhardt, Elizabeth; Nissler, Paul; Leffell, Cici Malik – Unterrichtspraxis/Teaching German, 2020
The contemporary watchword within curricular discussions in German is integration across multiple linguistic levels and literacy dimensions. This article contributes to the discussion by chronicling how one university responded and contributed to curricular currents in German, constructing concrete documents reflective of those currents. The…
Descriptors: German, Second Language Instruction, Curriculum Development, Oral Language
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Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan – Teaching & Learning Inquiry, 2023
Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors…
Descriptors: Psychological Patterns, Emotional Response, Teacher Attitudes, College Faculty
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Middleton, Tristan; ahmed Shafi, Adeela; Millican, Richard; Templeton, Sian – Teaching in Higher Education, 2023
This research reports on the second phase of a project exploring the effectiveness of tutor to student assessment feedback. It highlights the dynamic interaction of interpersonal and intrapersonal contexts in effective feedback processes. It proposes a holistic conceptualisation of feedback that considers the academic buoyancy and attributes of…
Descriptors: Student Evaluation, Feedback (Response), Tutors, Academic Persistence
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Kemp, Nenagh; Treiman, Rebecca – Scientific Studies of Reading, 2023
Purpose: Punctuation is traditionally seen to represent grammatical structures in writing, but some authors argue that it can also reflect the intonation and pauses of speech. In two experiments, we examined the influence of grammar and prosody on adults' judgments of comma placement. Method: University students rated the appropriateness of commas…
Descriptors: Grammar, Punctuation, Decision Making, Intonation
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Jordan, Katy – Technology, Pedagogy and Education, 2023
In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low-…
Descriptors: Computer Mediated Communication, Telecommunications, Handheld Devices, Written Language
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Schillings, Marlies; Roebertsen, Herma; Savelberg, Hans; Dolmans, Diana – Active Learning in Higher Education, 2023
Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies…
Descriptors: Dialogs (Language), Writing Skills, Skill Development, Feedback (Response)
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Jorge Villavicencio Reinoso – rEFLections, 2023
To date, there has been mounting research evidence on the impact of written corrective feedback. In response to this, reviews have been conducted to condense either findings or methodologies through the combined analysis of EFL and ESL studies. Although syntheses shed light on the topic, no one provides exclusive insights into EFL realities.…
Descriptors: Feedback (Response), Second Language Instruction, Second Language Learning, English (Second Language)
Hamzah Ahmad A. Kuriri – ProQuest LLC, 2023
Language is a tool for communication. People use it when they converse with each other. One way to comprehend what is being said is based on understating the intended meanings of the conversation, or what is called the underlined meanings (pragmatics). Pragmatic studies how different meanings are conveyed, depending on the utterances provided. A…
Descriptors: College Students, College Faculty, English Language Learners, Language Teachers
Bethany Gardner – ProQuest LLC, 2023
Singular "they" is becoming increasingly common and accepted, but many people find it difficult to learn, instead making seemingly-counterintuitive errors like "she uses they/them pronouns." Existing pronoun production models argue that speakers select pronouns based on morphosyntactic information associated with a name, or…
Descriptors: Language Usage, Form Classes (Languages), Memory, Error Patterns
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Kate Quane; Carolyn Buhren – Australian Mathematics Education Journal, 2023
It is widely acknowledged that communicating mathematical thinking is complex, difficult, and often messy. In this article, the authors explore how mathematical thinking is communicated, providing examples of strategies for teachers and students to use in the mathematics classroom.
Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Learning Strategies
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Streeter, Joshua Rashon; Kavanagh, Kara M.; Thacker, Emma S.; Bodle, Aaron Thomas – New Educator, 2021
As social justice-oriented teacher educators with little experience with online education prior to March 2020, we discuss our efforts to adapt and enact Drama-Based Pedagogy for social justice purposes using a variety of technologies in online classrooms. Having used Drama-Based Pedagogy in face-to-face instruction previously, we appreciate the…
Descriptors: Learner Engagement, Perspective Taking, Online Courses, Teacher Education
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Liu, Tzu-Chien; Lin, Yi-Chun; Hsu, Chih-Yi; Hsu, Chung-Yuan; Paas, Fred – British Journal of Educational Technology, 2021
Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between…
Descriptors: Electronic Learning, Animation, Computer Simulation, Multimedia Materials
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