Search Results

Filter
  • 1-10 of  17,277 results for ""English (Second Language)""
Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
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.

Record details

×
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.

Record details

×
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.

Record details

×
Academic Journal

Impact of Backward Design on Improving Iranian Advanced Learners' Writing Ability: Teachers' Practices and Beliefs

Subjects: Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Skills, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Improvement, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Foreign Countries, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teaching Methods, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teacher Attitudes, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Models, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, English (Second Language), Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Second Language Learning, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Control Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Experimental Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Instruction, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Design, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Development, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, BeliefsIran

  • Source: International Journal of Instruction, v12 n2 p33-50 Apr 2019. 18 pp.

Record details

×
Academic Journal

Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Audiolingual Methods, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Instructional Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Communicative Competence (Languages), English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Speech Communication, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Advanced Students, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Language Tests, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Rote Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Native Language, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Drills (Practice)Iran

  • Source: International Journal of Instruction, v12 n2 p81-98 Apr 2019. 19 pp.

Record details

×
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.

Record details

×
Academic Journal

Analysis of Discourse Markers in Essays Writing in ESL Classroom

Subjects: Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Essays, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, English (Second Language), Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Second Language Learning, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Second Language Instruction, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Writing Improvement, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Knowledge Level, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Grade 9, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Writing Evaluation, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Connected Discourse, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Foreign Countries, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Private Schools, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Secondary School Students, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Academic Language, Essays, English (Second Language), Second Language Learning, Second Language Instruction, Writing Improvement, Knowledge Level, Grade 9, Writing Evaluation, Connected Discourse, Foreign Countries, Private Schools, Secondary School Students, Academic Language, Writing InstructionUnited Arab Emirates

  • Source: International Journal of Instruction, v12 n2 p559-572 Apr 2019. 14 pp.

Record details

×
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.

Record details

×
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.

Record details

×
Academic Journal

The Effect of THIEVES Strategy on EFL Learners' Reading Comprehension

Subjects: English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, English (Second Language), English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Reading Comprehension, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Second Language Instruction, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Second Language Learning, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Instructional Effectiveness, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Reading Strategies, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Foreign Countries, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Advanced Students, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Schemata (Cognition)Iran

  • Source: International Journal of Instruction, v12 n2 p667-682 Apr 2019. 16 pp.

Record details

×
  • 1-10 of  17,277 results for ""English (Second Language)""