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Academic Journal

Listening Skills Development in Teaching Turkish as a Foreign Language and the Usage of Metacognitive Strategies

Subjects: Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Foreign Countries, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Metacognition, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Listening Skills, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Turkish, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Second Language Instruction, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Immigrants, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Teacher Surveys, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Statistical Analysis, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Teaching Methods, Foreign Countries, Metacognition, Listening Skills, Turkish, Second Language Instruction, Immigrants, Teacher Surveys, Statistical Analysis, Teaching Methods, Elementary Secondary EducationTurkey, Turkey, Turkey, Syria

  • Source: Journal of Education and Training Studies, v6 n6 p41-47 Jun 2018. 7 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

Are Listening Skills Best Enhanced through the Use of Multimedia Technology

Subjects: Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Listening Skills, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Multimedia Instruction, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Second Language Learning, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Listening Comprehension, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Computer Assisted Instruction, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Quasiexperimental Design, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Control Groups, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Experimental Groups, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, English (Second Language), Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Elementary School Students, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Statistical Analysis, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Instructional Effectiveness, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Outcomes of Education, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Pretests Posttests, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Multimedia Materials, Listening Skills, Multimedia Instruction, Second Language Learning, Listening Comprehension, Computer Assisted Instruction, Quasiexperimental Design, Control Groups, Experimental Groups, English (Second Language), Elementary School Students, Statistical Analysis, Instructional Effectiveness, Outcomes of Education, Pretests Posttests, Multimedia Materials, Foreign CountriesKosovo

  • Source: Digital Education Review, n32 p60-72 Dec 2017. 13 pp.

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Academic Journal

A Review on the Relationship between Critical Thinking Skills and Learning Domains of Turkish Language

Subjects: Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Turkish, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Critical Thinking, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Thinking Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Language Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Foreign Countries, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Reading Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Listening Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Writing Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Communication Skills, Turkish, Critical Thinking, Thinking Skills, Language Skills, Foreign Countries, Reading Skills, Listening Skills, Writing Skills, Communication Skills, Speech SkillsTurkey

  • Source: Educational Research and Reviews, v14 n3 p67-77 Feb 2019. 11 pp.

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Academic Journal

A Socially Inclusive Teaching Strategy: A Liberating Pedagogy for Responding to English Literacy Problems

Subjects: Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Participatory Research, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Action Research, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Discourse Analysis, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Listening Skills, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Speech Communication, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, English (Second Language), Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Social Integration, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Teaching Methods, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Grade 4, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Elementary School Students, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Language Fluency, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Language of Instruction, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Literacy, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Foreign Countries, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Narration, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Play, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, One Teacher Schools, Participatory Research, Action Research, Discourse Analysis, Listening Skills, Speech Communication, English (Second Language), Social Integration, Teaching Methods, Grade 4, Elementary School Students, Language Fluency, Language of Instruction, Literacy, Foreign Countries, Narration, Play, One Teacher Schools, Outcomes of EducationSouth Africa

  • Source: South African Journal of Education, v39 n1 Article 1514 Feb 2019. 9 pp.

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Academic Journal

English Teachers' Problems Encountered in Teaching Four Basic Language Skills

Subjects: English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, English Teachers, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Second Language Instruction, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, English (Second Language), English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Foreign Countries, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Language Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Listening Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Reading Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Speech Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Writing Skills, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Skill Development, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Teacher Attitudes, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Barriers, English Teachers, Second Language Instruction, English (Second Language), Foreign Countries, Language Skills, Listening Skills, Reading Skills, Speech Skills, Writing Skills, Skill Development, Teacher Attitudes, Barriers, Teacher Expectations of StudentsTurkey

  • Source: International Education Studies, v12 n4 p118-127 2019. 10 pp.

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Academic Journal

The Design and Implementation of an Arabic Pronunciation Application for Early Childhood

Subjects: Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Program Design, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Program Implementation, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Semitic Languages, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Pronunciation, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Preschool Children, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Preschool Education, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Alphabets, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Pronunciation Instruction, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Vowels, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Listening Skills, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Computer Oriented Programs, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Cognitive Development, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Phoneme Grapheme Correspondence, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Academic Achievement, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Visual Aids, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Usability, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Teaching Methods, Program Design, Program Implementation, Semitic Languages, Pronunciation, Preschool Children, Preschool Education, Alphabets, Pronunciation Instruction, Vowels, Listening Skills, Computer Oriented Programs, Cognitive Development, Phoneme Grapheme Correspondence, Academic Achievement, Visual Aids, Usability, Teaching Methods, Taxonomy

  • Source: Journal of Technology and Science Education, v9 n2 p136-152 2019. 17 pp.

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Academic Journal

The Impact of Student-Centered Instruction on EFL Learners' Affect and Achievement

Subjects: Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Student Centered Learning, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Conventional Instruction, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Teaching Methods, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, English (Second Language), Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, College Freshmen, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Instructional Effectiveness, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Grades (Scholastic), Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Foreign Countries, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Student Attitudes, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Personal Autonomy, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Student Motivation, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Self Efficacy, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Beliefs, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Reading Skills, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Writing Skills, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Listening Skills, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Speech Skills, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Grammar, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, Vocabulary, Student Centered Learning, Conventional Instruction, Teaching Methods, English (Second Language), College Freshmen, Instructional Effectiveness, Grades (Scholastic), Foreign Countries, Student Attitudes, Personal Autonomy, Student Motivation, Self Efficacy, Beliefs, Reading Skills, Writing Skills, Listening Skills, Speech Skills, Grammar, Vocabulary, LiteratureSaudi Arabia

  • Source: English Language Teaching, v12 n1 p134-153 2019. 20 pp.

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Academic Journal

Language Learning Approaches: Unity in Diversity

Subjects: Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Second Language Learning, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Second Language Instruction, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Audiolingual Methods, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Communicative Competence (Languages), Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Teaching Methods, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Educational Theories, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Linguistic Theory, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Criticism, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Listening Skills, Second Language Learning, Second Language Instruction, Audiolingual Methods, Communicative Competence (Languages), Teaching Methods, Educational Theories, Linguistic Theory, Criticism, Listening Skills, Speech Communication

  • Source: Advances in Language and Literary Studies, v9 n6 p34-37 Dec 2018. 4 pp.

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