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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

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

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 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

A Preliminary Investigation of the Factors Related to the Design and Scoring of Video-Based Oral Communication Performance Tasks in Higher Education. Research Report. ETS RR-18-09

Subjects: Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Speech Communication, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Video Technology, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Test Construction, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Scoring, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Performance Based Assessment, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Speech Skills, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Speech Tests, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Interrater Reliability, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Test Reliability, Speech Communication, Video Technology, Test Construction, Scoring, Performance Based Assessment, Speech Skills, Speech Tests, Interrater Reliability, Test Reliability, Undergraduate Students

  • Source: ETS Research Report Series, Dec 2018. 23 pp.

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Academic Journal

The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia

Subjects: Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Foreign Countries, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Secondary School Students, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Communication Skills, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Private Schools, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Speech Skills, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Gender Differences, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, English (Second Language), Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, Second Language Instruction, Foreign Countries, Secondary School Students, Communication Skills, Private Schools, Speech Skills, Gender Differences, English (Second Language), Second Language Instruction, International SchoolsLibya, Libya, Libya, Malaysia

  • Source: International Journal of Instruction, v11 n4 p45-60 Oct 2018. 16 pp.

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Academic Journal

Designing English for Specific Purposes Course for Computer Science Students

Subjects: Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Instructional Design, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, English for Special Purposes, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Computer Science Education, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Questionnaires, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Likert Scales, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, College Students, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Interviews, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, College Faculty, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Mixed Methods Research, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Language Skills, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Listening Skills, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Speech Skills, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Reading Skills, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Writing Skills, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Curriculum Design, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Course Descriptions, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Needs Assessment, Instructional Design, English for Special Purposes, Computer Science Education, Questionnaires, Likert Scales, College Students, Interviews, College Faculty, Mixed Methods Research, Language Skills, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Curriculum Design, Course Descriptions, Needs Assessment, Foreign CountriesPakistan

  • Source: Journal of Education and Educational Development, v5 n1 p156-171 Jun 2018. 16 pp.

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Academic Journal

Corrective Feedback, Spoken Accuracy and Fluency, and the Trade-Off Hypothesis

Subjects: Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Feedback (Response), Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Accuracy, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Error Correction, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Hypothesis Testing, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Language Fluency, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Metalinguistics, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Control Groups, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Experimental Groups, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Speech Communication, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Speech Skills, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Correlation, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Quasiexperimental Design, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Language Tests, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, English (Second Language), Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Second Language Learning, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Pretests Posttests, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Error Analysis (Language), Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Foreign Countries, Feedback (Response), Accuracy, Error Correction, Hypothesis Testing, Language Fluency, Metalinguistics, Control Groups, Experimental Groups, Speech Communication, Speech Skills, Correlation, Quasiexperimental Design, Language Tests, English (Second Language), Second Language Learning, Pretests Posttests, Error Analysis (Language), Foreign Countries, Statistical AnalysisIran

  • Source: International Journal of Instruction, v11 n2 p465-482 Apr 2018. 18 pp.

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  • 1-10 of  1,340 results for ""Speech Skills""