Pub Date : 2019-07-25DOI: 10.1007/s42321-019-00034-1
Wen-Ta Tseng, Hsing-Fu Cheng, Tsung-Yuan Hsiao
{"title":"Validating a Motivational Process Model for Mobile-Assisted Language Learning","authors":"Wen-Ta Tseng, Hsing-Fu Cheng, Tsung-Yuan Hsiao","doi":"10.1007/s42321-019-00034-1","DOIUrl":"https://doi.org/10.1007/s42321-019-00034-1","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00034-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41337696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-18DOI: 10.1007/s42321-019-00033-2
Chen-Yu Liu, Howard Hao-Jan Chen
{"title":"Academic Spoken Vocabulary in TED Talks: Implications for Academic Listening","authors":"Chen-Yu Liu, Howard Hao-Jan Chen","doi":"10.1007/s42321-019-00033-2","DOIUrl":"https://doi.org/10.1007/s42321-019-00033-2","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00033-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1007/s42321-019-00029-y
Hsuan-Yu Tai
{"title":"Investigation into Tense-Aspect Patterns of Chinese ELF Academic Writing—a Variationist’s Approach","authors":"Hsuan-Yu Tai","doi":"10.1007/s42321-019-00029-y","DOIUrl":"https://doi.org/10.1007/s42321-019-00029-y","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00029-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44959281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-22DOI: 10.1007/s42321-019-00027-0
Fu-Hui Hsu, Chieh-Fang Hu
{"title":"Identifying the Linguistic Profile of Persistent Foreign Language Learning Difficulties: a Chinese Case Study","authors":"Fu-Hui Hsu, Chieh-Fang Hu","doi":"10.1007/s42321-019-00027-0","DOIUrl":"https://doi.org/10.1007/s42321-019-00027-0","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00027-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-20DOI: 10.1007/s42321-019-00028-z
A. Zare-ee, S. Hejazi
{"title":"The Effects of EFL Teachers’ Gender and Experience on Interaction Patterns in Undergraduate Content Classes","authors":"A. Zare-ee, S. Hejazi","doi":"10.1007/s42321-019-00028-z","DOIUrl":"https://doi.org/10.1007/s42321-019-00028-z","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00028-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45020713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-08DOI: 10.1007/s42321-019-00025-2
Sima Khezrlou
{"title":"Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency","authors":"Sima Khezrlou","doi":"10.1007/s42321-019-00025-2","DOIUrl":"https://doi.org/10.1007/s42321-019-00025-2","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-019-00025-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53340419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to examine the existing research on gamification to see whether or not there was the potential for application in the higher education co-curricular environment. This study also aimed to explore the current best practices of gamification in order to define a consistent structure to create a gamified initiative. This meta-synthesis concluded that, due to the lack of consistent gamification structures and the large range of game mechanics and dynamics being utilized in various studies, it is difficult to determine whether gamification has been successful or not in the current educational climates where it has been tested. Through the creation of a recommended structure of gamification to be applied in a volunteer co-curricular environment, future testing can be applied to validate approaches.
{"title":"A Meta-Synthesis On The Application Of Gamification In The Higher Education Co-Curricular Environment","authors":"Laura Mammone, Nancy Maynes","doi":"10.26522/TL.V12I1.443","DOIUrl":"https://doi.org/10.26522/TL.V12I1.443","url":null,"abstract":"This study sought to examine the existing research on gamification to see whether or not there was the potential for application in the higher education co-curricular environment. This study also aimed to explore the current best practices of gamification in order to define a consistent structure to create a gamified initiative. This meta-synthesis concluded that, due to the lack of consistent gamification structures and the large range of game mechanics and dynamics being utilized in various studies, it is difficult to determine whether gamification has been successful or not in the current educational climates where it has been tested. Through the creation of a recommended structure of gamification to be applied in a volunteer co-curricular environment, future testing can be applied to validate approaches.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80785159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the educational world becomes more technologically inclusive, the need for teacher candidates to become proficient at integrating technology into their practice is crucial. Teacher Education programming in Ontario needs to reflect the current climate of K-12 teaching. In order to improve the learning environments for our teaching candidates, Teaching and Learning with Technology instructors decided to incorporate the concept of Genius Hour within our courses. Using this strategy, we hoped the teacher candidates would become more passionate within their learning, while developing the necessary technological, pedagogical, and content knowledge and skills. This study sought to understand the ways in which Teacher Candidate participation in Genius Hour influences their perceived participation within the course, as well as their opinions on the benefits of teaching with Genius Hour. According to teacher candidates, Genius Hour allowed for the time to focus on something of personal interest, with 2/3 of the participants seeing personal improvements in creativity and participation in their overall program.
{"title":"Including Passion within Teacher-Candidate Assignments: How Genius Hour has created a more positive perspective on teaching and learning.","authors":"T. Downes, C. Figg","doi":"10.26522/TL.V12I1.438","DOIUrl":"https://doi.org/10.26522/TL.V12I1.438","url":null,"abstract":"As the educational world becomes more technologically inclusive, the need for teacher candidates to become proficient at integrating technology into their practice is crucial. Teacher Education programming in Ontario needs to reflect the current climate of K-12 teaching. In order to improve the learning environments for our teaching candidates, Teaching and Learning with Technology instructors decided to incorporate the concept of Genius Hour within our courses. Using this strategy, we hoped the teacher candidates would become more passionate within their learning, while developing the necessary technological, pedagogical, and content knowledge and skills. This study sought to understand the ways in which Teacher Candidate participation in Genius Hour influences their perceived participation within the course, as well as their opinions on the benefits of teaching with Genius Hour. According to teacher candidates, Genius Hour allowed for the time to focus on something of personal interest, with 2/3 of the participants seeing personal improvements in creativity and participation in their overall program.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77510152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authorship is both a product and a process. This article uses an Authorship as Assemblage Model (that I developed—Winters, 2010) to investigate the behind-the-scenes collaborative authorship of the picturebook Jeffrey and Sloth (2007). Specifically, using narrative recount and interview transcripts, I will demonstrate how Ben (illustrator), Maggie (editor), and I (author) assembled modes and semiotic resources, while continually shifting among the social (inter)actions of designing, negotiating, producing, and disseminating as we interpreted and realized multimodal meanings in the book.
作者身份既是一个产品，也是一个过程。本文使用作者身份作为组合模型(我开发的- winters, 2010)来调查图画书Jeffrey and Sloth(2007)的幕后合作作者身份。具体来说，通过叙述叙述和采访记录，我将展示Ben(插画师)、Maggie(编辑)和我(作者)如何组合模式和符号资源，同时在我们解释和实现书中的多模态意义时，在设计、谈判、生产和传播的社会(相互)行为之间不断转换。
{"title":"Behind the Scenes: Children’s Book Publishing Assemblages and Social (Inter)actions","authors":"Kari-Lynn Winters","doi":"10.26522/TL.V12I1.453","DOIUrl":"https://doi.org/10.26522/TL.V12I1.453","url":null,"abstract":"Authorship is both a product and a process. This article uses an Authorship as Assemblage Model (that I developed—Winters, 2010) to investigate the behind-the-scenes collaborative authorship of the picturebook Jeffrey and Sloth (2007). Specifically, using narrative recount and interview transcripts, I will demonstrate how Ben (illustrator), Maggie (editor), and I (author) assembled modes and semiotic resources, while continually shifting among the social (inter)actions of designing, negotiating, producing, and disseminating as we interpreted and realized multimodal meanings in the book.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89046173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：