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Filtering by: Topic Effectiveness of teaching Remove constraint Topic: Effectiveness of teaching

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  1. Does direct and indirect error correction help English foreign language learners write more accurate texts in the short-term and in the long-term?

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  2. The relationship between strategies, knowledge sources, and success in deriving the meaning of new words from context

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  3. Textbook vocabulary influence on proficiency development

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  4. What is the correct way to correct?

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  5. Pedagogical mentoring in virtual exchange

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  6. Outcomes and attitudes in online vs. classroom-based language learning

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  7. Enhanced second language vocabulary learning by training unfamiliar sound contrasts

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  8. Encouraging multiple languages in the classroom and its effects on language proficiency

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  9. The interaction between cognitive individual differences and feedback type

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  10. Working memory training and its effects on foreign language development

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  11. The effects of written and spoken input on developing L2 grammar knowledge

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  12. How should grammar practice be sequenced to maximize learning?

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  13. How to distribute study/practice time to optimize foreign language learning and retention?

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  14. Exploring moral values and behavior in ESOL

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  15. Does it matter how often we practise grammar?

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  16. The effects of retrieval and trial and error exercises on learning phrasal verbs

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  17. Can academics be made more central to middle students’ ‘possible selves’?

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  18. ISLA: How implicit or how explicit should it be?

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  19. The use of literature as a key component of foreign language education

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  20. Examining how deeply second language learners process written corrective feedback

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  21. A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude

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  22. Focusing on authorial voice with an integrated framework for teaching EFL writing

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  23. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

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  24. Understanding language teacher leadership from the learners’ perspective

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  25. Most effective ways of teaching L2 requests

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  26. The quality of teacher-students communication for improving speaking skills

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  27. The benefit of learning from multiple voices in second language vocabulary learning

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  28. Videoconferencing languages in rural schools

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  29. How to select vocabulary for more effective language teaching

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  30. Pedagogical suitability of data-driven learning in English grammar classes in Taiwan

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  31. A self-assessment tool to evaluate teachers’ Technological Pedagogical Content Knowledge

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  32. The positive relationship between out-of-school exposure and vocabulary knowledge

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  33. Computerized phonetic training study with adult and child (7-8 years) second language learners

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  34. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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  35. Understanding how a blog can be motivational

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  36. Which methods of vocabulary learning are most effective with beginner learners?

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  37. What do 49 studies tell us about the effectiveness of grammar teaching?

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  38. Teaching reading to beginner learners of French in secondary school

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  39. Tracking progress in beginner language learners' ability to sound out new words

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  40. The effects of phonics instruction on primary school learners’ French reading aloud

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  41. Do classroom learners of Mandarin Chinese improve in their speech perception?

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  42. Learning sounds in a second language involves acquiring generalizable features

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  43. The long-term effects of giving ample grammatically correct examples on learning a structure

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  44. Comparing explicit and implicit second language grammar teaching using an artificial language

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  45. Repeated encounters with collocations during reading facilitate the development of implicit knowledge

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  46. Can Task Based Language Teaching be used to improve second language grammar knowledge?

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  47. The impact of grammar explanation and explicit feedback on naïve language learners

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  48. Is a particular phonics approach better for teaching reading?

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  49. Language of instruction: Effects on young and adult learners’ vocabulary learning

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  50. Audioconferencing vs. videoconferencing: which is better for foreign language word searches?

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  51. Does the source of linguistic scaffolding matter for grammar learning?

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  52. Boosting learners’ self-confidence, enjoyment, and willingness to interact in the language classroom

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  53. Which factors influence early language learning?

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  54. Formulaic sequences and perceived oral proficiency

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  55. Which feedback is more effective: giving a rule or the corrected answer?

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  56. Competing vocabulary teaching methods

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  57. Comparison of pair and group tasks’ influence on vocabulary learning

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  58. Using different types of input activity to improve grammar

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  59. Teaching L2 learners how to listen makes a difference

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  60. The impact of corrective feedback in L2 perception

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  61. A review of the usefulness of data-driven second language learning

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  62. Corrective feedback for learner errors: How effective is it?

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  63. Gesture and vocabulary learning in a second language

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  64. Presenting figurative idioms with a touch of etymology: More than mere mnemonics?

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  65. Metaphor awareness and vocabulary retention

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  66. The impact of different input activities on grammar learning for beginning language learners

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  67. How do teacher factors and the way teachers teach impact on children’s foreign language knowledge?

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  68. The usefulness of giving grammar rules for accuracy in a free writing task

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  69. Working memory moderates the effects of instruction as learners start a new language

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  70. Intensive language courses: which is better for learning, one long or several short?

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