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Tytuł:
Zarządzanie uwagą na lekcji języka obcego w fazie percepcji i przetwarzania struktur językowych
Attention management in the foreign language classroom during the phase of perception and processing of language structures
Autorzy:
Kubiczek, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1037721.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
attention in cognitive processes
, perception and information processing
attention management in a language classroom
uwaga w procesach poznawczych
percepcja i przetwarzanie informacji
zarządzanie uwagą na lekcji językowej
Opis:
This paper focuses on the connection between cognitive psychology and foreign language pedagogy in the context of perception and processing of language structures. It describes second language acquisition as the processing of language information, which is influenced by attention focused on language data. The concept of instructed learning assumes the possibility of manipulating learners’ attention by the teacher. The paper provides a theoretical background referring to such issues and also examples of how this kind of knowledge can be used in the classroom.
Źródło:
Neofilolog; 2010, 35; 173-183
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using Postermywall to practice communication in a foreign language classroom
Autorzy:
Calvin Gai Mali, Yustinus
Powiązania:
https://bibliotekanauki.pl/articles/2087079.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Postermywall
technology
foreign language classroom
communication
creativity
Opis:
This paper introduces Postermywall and presents three lesson plans that integrate the technology based on the relevant literature and the International Society for Technology in Education standards to support English language learning and practice students’ communication and creativity. Specifically designed for an English as a Foreign Language writing and speaking class, the lesson plans also hope to interest language teachers and educational practitioners looking for user-friendly technology to integrate into their lessons and ways to engage students in technology-based language learning activities. Recommendations to optimize the lesson plans are presented.
Źródło:
Teaching English with Technology; 2021, 21, 3; 89-100
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using multimedia in the English language classroom
Autorzy:
Grzeszczyk, Kamila Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1193039.pdf
Data publikacji:
2016
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
Computer Assisted Language Learning CALL
Mulimedia in the classroom
Internet tool used in the classroom teaching
PowerPoint presentations
Interactive White Board
Opis:
The topic of the MA dissertation embraces the field of computer mediated language learning applied in the English classroom. The author’s goal is to discover the effects of the multimedia use in foreign language teaching. The background of computer enhanced language learning has been developing dynamically for the last decades and numerous technological possibilities have been introduced that influence the learning process. Having analysed the history of technology enhanced classroom thoroughly it is obvious that multimedia offers numerous opportunities for learners of foreign languages regardless of their age, learning styles, the level of difficulty. Owing to the thorough literature review it became possible to learn about and understand the use of multimedia tools as well as their implications for its future. The dissertation is divided into four parts, three of which present theory regarding Computer Assisted Language Learning based on professional and scientific literature review, one chapter is empirical, devoted to the conducted survey.
Źródło:
World Scientific News; 2016, 43, 3; 104-157
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Use of Corpus-Based Classroom Activities in Developing Academic Awareness in Doctoral Students
Autorzy:
Levchenko, Viktoriya
Powiązania:
https://bibliotekanauki.pl/articles/1998222.pdf
Data publikacji:
2017-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
corpus
corpus-based classroom activities
writing
academic awareness
language awareness
Opis:
The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.
Źródło:
The New Educational Review; 2017, 48; 28-40
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Umgang mit Diversität im Klassenraum – Annahmen und Realität
Autorzy:
Janicka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/913371.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
diversity in the language classroom
students with special educational needs
the inclusion concept
difficulties with effective inclusion in mainstream schools
Opis:
One of the main goals of the reform of the educational system in Poland in 2004 wasto ensure the equality of chances for all as well as social integration. This concept assumed anequal access to the education also for students with special educational needs. The present paperattempts to highlight the problems with implementing the inclusion concept in the languageclassroom. The study presented in the article aims to investigate whether educational institutionsin Poland are ready to implement the concept of inclusion, as well as the competence of foreignlanguage teachers to cope with the diversity in the language classroom.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 9-21
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transgressions discursives : construction d’identités et de savoir-faire sociaux en classe de L2
Discursive Transgressions: Construing the Identity and Social Skills in the Foreign Language Classroom
Dyskursywne transgresje: konstruowanie tożsamości i umiejętności społecznych w klasie języka obcego
Autorzy:
Piotrowski, Sebastian
Powiązania:
https://bibliotekanauki.pl/articles/1886529.pdf
Data publikacji:
2014
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
akwizycja
język obcy
dyskurs edukacyjny
tożsamość
umiejętności społeczne
acquisition
foreign language
classroom discourse
identity
social skills
Opis:
Komunikacja w warunkach formalnych jest typem specyficznego dyskursu instytucjonalnego, którego jedną z ważniejszych cech jest asymetryczny podział ról i miejsc interakcyjnych. Obserwacje mikrosekwencji komunikacyjnych w klasie języka obcego (JO) pokazują jednak, że interlokutorzy zajmujący hierarchicznie niższą pozycję (uczący się) podejmują próby zakwestionowania owego porządku poprzez wyjście poza strukturę IRE (initiation – reaction – evaluation). Na wybranych przykładach z zebranego in vivo w kilku polskich szkołach średnich korpusu lekcji JO (język francuski jako język obcy) pokazujemy owe zachowania komunikacyjne, które określamy tutaj mianem dyskursywnych transgresji, i analizujemy je pod kątem ich potencjalnego wpływu na proces akwizycji języka obcego.
Communication under formal conditions is a type of a peculiar institutional discourse; one of its most important features is an asymmetric division of roles and interactive places. However, observations of communication micro-sequences in a foreign language group show that interlocutors having a hierarchically lower position (learners) make attempts to question the order by going out of the IRE structure (initiation – reaction – evaluation). On examples selected from a corpus of foreign language classes collected in several Polish schools (French as a foreign language) communication behaviors are shown that are defined here as discursive transgressions, and we analyze them with respect to their possible effect on the process of a foreign language acquisition.
Źródło:
Roczniki Humanistyczne; 2014, 62, 10; 139-151
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Use of the Socratic Method in an English Language Learning Classroom to Develop a Global Professional Skill
Autorzy:
Mott, Melissa
Powiązania:
https://bibliotekanauki.pl/articles/463229.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
Socratic Method
English Language Learning Classroom
Opis:
In the global marketplace of the 21st century the idea of learning language specific to business exists as an operative necessity in improving the functionality of a marketable skill set. Similarly, the use of work-place specific terminology acts as a key ingredient in improving the ability to work, converse, and thrive in any environment. However, there is a gap which exists in the ability of an individual to succeed in the workplace despite fluency in business specific terminology. This gap can be remedied with a working understanding of the English language and mastery beyond instructivist methods, using a line of inquiry consistent with modern models of a professional workplace. In this paper, I will explain and discuss the benefits of using the Socratic Method in an English Language Learning course of study to cement the effectiveness and success of English vocabulary and terminology in the workplace.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 13; 43-50
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter D.
Powiązania:
https://bibliotekanauki.pl/articles/781005.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Foreign Language Ejoyment
Foreign Lnguage Classroom Anxiety
individual differences
Opis:
The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 237-274
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of a teacher in a CLIL classroom
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/915845.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
bilingual
language classroom
teacher
teaching
language development
Opis:
CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners
Autorzy:
Dewaele, Jean-Marc
Ip, Tsui Shan
Powiązania:
https://bibliotekanauki.pl/articles/780713.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Foreign Language Axiety
Tolerance of Ambiguity
English Language Classroom Anxiety Scale
Self-rated proficiency
SLTAS
Opis:
Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the Second Language Tolerance of Ambiguity Scale (Ely, 1995). Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 47-66
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The influence of personality and social background upon the portrait of an autonomous language learner: The study of Higher Primary foreign language learners
Wpływ osobowości i środowiska społecznego na obraz autonomicznego ucznia języka obcego
Autorzy:
Batyra, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/1886414.pdf
Data publikacji:
2015
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
uczeń autonomiczny
uczeń odnoszący sukces w uczeniu się języków obcych
nauczanie języka angielskiego jako języka obcego
osobowość
extrawersja/introwersja
środowisko domowe
motywacja
autonomous learner
successful language learner
EFL classroom
social environment
personality factor
extroversion/introversion
motivation
Opis:
W ostatnich latach wymogi ministerialne dotyczące kształcenia ogólnego wymagają od nauczycieli, a w szczególności nauczycieli języków obcych, stworzenia takich warunków pracy w klasie oraz poza szkołą, w których uczeń ma okazję do zdobywania umiejętności planowania, organizowania, oceniania swojej pracy, a także wzięcia odpowiedzialności za proces uczenia się. Tym zjawiskiem jest pojęcie autonomii ucznia, która jest kluczem do osiągnięcia sukcesu w uczeniu się języków obcych. Istnieje bowiem wyraźny związek między odnoszeniem sukcesu w uczeniu się języków obcych a autonomią ucznia, czego dowodzą liczne dyskusje w literaturze poświęconej nauczaniu języków obcych, np. Borg i Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin i Thompson (1983).  Kim jest uczeń autonomiczny i jakie czynniki wpływają na jego sukces? Jest to niezwykle złożony proces, na który składają się zmienne czynniki, takie jak stosunek ucznia do języka obcego, motywacja, umiejętności organizacyjne, a także indywidualne cechy uczniów, takie jak wiek, płeć, style poznawcze oraz style uczenia się, wybór strategii językowych, inteligencja, pamięć, a także wszelkie zaburzenia wynikające z zachowania i rozwoju poznawczego, które w tym przypadku mogą utrudniać rozwój autonomii ucznia. Celem niniejszej pracy jest wykazanie wpływu osobowości oraz środowiska rodzinnego ucznia na kształtowanie i rozwój autonomii uczącego się języka obcego w klasie, a także poza nią. Niniejszy artykuł poparty jest badaniami, przeprowadzonymi w dwóch szkołach wiejskich w roku szkolnym 2013/2014, a dotyczącymi autonomii ucznia. W badaniach wzięło udział czterech nauczycieli języka angielskiego oraz 115 uczniów w wieku 11, 12 i 13 lat, których współpraca na lekcji języka angielskiego była intensywnie obserwowana przez okres dziewięciu miesięcy. Po upływie tego czasu respondenci wzięli udział w wywiadach opartych na kwestionariuszach. Z uwagi na to, że badania dotyczą wielu aspektów autonomii ucznia, w niniejszej pracy zostały zaprezentowane dane dotyczące sylwetki ucznia autonomicznego.
Recent ministerial requirements in the core curriculum of general education, demand of teachers, and particularly language teachers that they create such environment in and beyond the classroom in which learners have an opportunity to gain the ability to plan, organize, evaluate as well as take responsibility for their own learning process. This phenomenon, known as learner autonomy, is the key to successful language learning. Success in foreign language learning evidently correlates with autonomous learning, as evidenced by numerous discussions in literature, Borg and Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin and Thompson (1983). What makes an autonomous and thus successful foreign language learner? This is a highly complex process which encompasses a variety of variable factors such as learner attitude towards a foreign language, learner motivation and organizational skills as well as individual characteristics devoted to age, gender, learner cognitive and learning styles, the choice of learning and communication strategies, intelligence, memory and various disorders which may hamper the development of autonomy. This paper aims at demonstrating how learner personality and social background influence learner autonomy in and off the classroom setting. The paper is supported by the study, carried out in 2013/2014, of various forms of autonomous behaviours generated by four English teachers and 115 English learners at the age of 11, 12 and 13 from two school backgrounds who were intensively observed during English lessons for a period of nine months and interviewed on the basis of the questionnaires. Since the study is devoted to various aspects of autonomous learning, only the data concerning an autonomous language learner is presented in this paper.
Źródło:
Roczniki Humanistyczne; 2015, 63, 11; 21-36
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The impact of contemplative practices on foreign language anxiety and learning
Autorzy:
Scida, Emily E.
Jones, Jill E.
Powiązania:
https://bibliotekanauki.pl/articles/780453.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
affect
contemplative practices
classroom climate
self-efficacy
Opis:
This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 4; 573-599
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Good Behavior Game: Evaluation of a Classroom Behavior Intervention with English Language Learners
Autorzy:
Mathieu, Stacey
Schrauben, Kristen
Campbell, Amy
Powiązania:
https://bibliotekanauki.pl/articles/896701.pdf
Data publikacji:
2019-12-11
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
good behavior game
English language learners
classroom management
Opis:
Various reinforcement strategies have been used to manage classroom behavior, including group contingencies such as the Good Behavior Game (GBG). This study examined whether the Good Behavior Game could be effective in increasing academic engagement and decreasing verbal disruptions in a classroom of kindergarten students who are English Language Learners (ELLs). An ABAB reversal design was used to compare baseline conditions to intervention conditions where the GBG was implemented. Academic engagement was measured using momentary time sampling, and verbal disruptions were measured using partial interval recording. Visual analysis of the data demonstrated a clear functional relation, providing evidence that the GBG intervention successfully increased academic engagement and decreased verbal disruptions. Immediate changes in behavior were observed and remained consistent across conditions. A measure of social validity indicated that the intervention was easy to implement, effective, and beneficial for the students.
Źródło:
Psychologia Wychowawcza; 2019, 58(16); 186-195
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/916740.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language
Classroom
Qualitative
Opis:
Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 283-294
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
Autorzy:
O. Qader, Ramyar
Arslan, Fadime Yalcin
Powiązania:
https://bibliotekanauki.pl/articles/955462.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Flipped Classroom Instruction
English as a foreign language
traditional instruction
writing skills
Opis:
The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
Źródło:
Teaching English with Technology; 2019, 19, 1; 36-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
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