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Academic Journal

The Study of Relationship between Kolb's Learning Styles, Gender and Learning American Slang by Iranian EFL Students

Subjects: Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Correlation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Cognitive Style, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, English (Second Language), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Instruction, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Variation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Foreign Countries, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Measures (Individuals), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Gender Differences, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Tests, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Proficiency, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Experiential Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teacher Education, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teaching Methods, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Undergraduate StudentsIran (Tehran)Learning Style Inventory

  • Source: International Journal of Instruction, v12 n2 p517-538 Apr 2019. 22 pp.

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Academic Journal

The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Learning Strategies, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Literature, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Language Tests, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Instructional EffectivenessIranInternational English Language Testing System

  • Source: International Journal of Instruction, v12 n2 p17-32 Apr 2019. 16 pp.

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Academic Journal

Investigating Reading Learning Strategies through Smartphones on Saudi Learners' Psychological Autonomy in Reading Context

Subjects: Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Learning Strategies, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Instruction, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, English (Second Language), Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Second Language Learning, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Second Language Instruction, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Telecommunications, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Handheld Devices, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Intervention, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Self Efficacy, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Positive Attitudes, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Strategies, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Undergraduate Students, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Learning Motivation, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Information Seeking, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Achievement, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Curriculum Design, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Student Attitudes, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Foreign Countries, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Measures (Individuals)Saudi ArabiaStrategy Inventory for Language Learning

  • Source: International Journal of Instruction, v12 n2 p99-114 Apr 2019. 16 pp.

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Academic Journal

Automated Writing Evaluation Tools in the Improvement of the Writing Skill

Subjects: Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Automation, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Writing Evaluation, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Writing Improvement, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Computer Uses in Education, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, English (Second Language), Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Undergraduate Students, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Foreign Countries, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Writing Skills, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Second Language Learning, Automation, Writing Evaluation, Writing Improvement, Computer Uses in Education, English (Second Language), Undergraduate Students, Foreign Countries, Writing Skills, Second Language Learning, Student AttitudesEcuador

  • Source: International Journal of Instruction, v12 n2 p209-226 Apr 2019. 18 pp.

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Academic Journal

Effect of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners' Reading Comprehension

Subjects: Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Morphology (Languages), Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Metalinguistics, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Language Tests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Morphemes, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, English (Second Language), Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Second Language Learning, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Pretests Posttests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Reading Comprehension, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Task Analysis, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Foreign Countries, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Reading Tests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Undergraduate Students, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Second Language Instruction, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Teaching MethodsIran

  • Source: International Journal of Instruction, v12 n2 p623-638 Apr 2019. 16 pp.

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Academic Journal

The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners

Subjects: English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, English (Second Language), English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Second Language Instruction, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Speech Skills, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Humanistic Education, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Second Language Learning, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Language Tests, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Instructional Effectiveness, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Pretests Posttests, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Listening Skills, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, College Freshmen, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Foreign CountriesIranInternational English Language Testing System

  • Source: International Journal of Instruction, v12 n2 p275-288 Apr 2019. 14 pp.

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Academic Journal

The Effect of Tablet Use on Students' Success in English as a Foreign Language (EFL) Grammar Classroom

Subjects: Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Handheld Devices, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Telecommunications, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Educational Technology, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Technology Uses in Education, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Grammar, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Language Skills, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, English (Second Language), Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Second Language Instruction, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Student Attitudes, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Foreign Countries, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, College Students, Handheld Devices, Telecommunications, Educational Technology, Technology Uses in Education, Grammar, Language Skills, English (Second Language), Second Language Instruction, Student Attitudes, Foreign Countries, College Students, Teaching MethodsTurkey

  • Source: Educational Research and Reviews, v14 n5 p178-189 Mar 2019. 12 pp.

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Academic Journal

English Teachers' Opinions on Problems Encountered in English Language Teaching in Schools: The Case of Karabük

Subjects: Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Elementary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Secondary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, English (Second Language), Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Learning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Instruction, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Language Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Foreign Countries, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Parent Teacher Cooperation, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Planning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Barriers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Age Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Instructional Program Divisions, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Quality, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Schools of Education, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Gender Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Institutional CharacteristicsTurkey

  • Source: Educational Research and Reviews, v14 n5 p152-161 Mar 2019. 10 pp.

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Academic Journal

Vocabulary Size, Reading Motivation, Reading Attitudes and Reading Comprehension Performance among Filipino College Learners of English

Subjects: Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Vocabulary, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Reading Motivation, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Reading Attitudes, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Reading Comprehension, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, English (Second Language), Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Second Language Learning, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, College Students, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Foreign Countries, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Correlation, Vocabulary, Reading Motivation, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, College Students, Foreign Countries, Correlation, Reading InstructionPhilippines

  • Source: International Journal of Evaluation and Research in Education, v8 n1 p64-70 Mar 2019. 7 pp.

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Academic Journal

The Influence of Proficiency Level on the Use and Choice of L1/L2 Communication Strategies Used by Iraqi EFL Students

Subjects: Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Foreign Countries, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Undergraduate Students, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Second Language Learning, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, English (Second Language), Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Native Language, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Semitic Languages, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Language Proficiency, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Communicative Competence (Languages), Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Communication Strategies, Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language), Native Language, Semitic Languages, Language Proficiency, Communicative Competence (Languages), Communication Strategies, Speech CommunicationIraq

  • Source: International Journal of Evaluation and Research in Education, v8 n1 p127-137 Mar 2019. 11 pp.

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  • 1-10 of  6,189 results for ""English (Second Language)""