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Tytuł:
THE IMPACT OF ASYNCHRONOUS COMPUTER-MEDIATED INSTRUCTION (CAI) ON EFL LEARNERS’ VOCABULARY UPTAKE ACROSS DIFFERENT PROFICIENCY LEVELS
Autorzy:
Ajabshir, Zahra Fakher
Sadeghi, Karim
Powiązania:
https://bibliotekanauki.pl/articles/955801.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
asynchronous CALL
computer-assisted instruction (CAI)
hypertext annotations
vocabulary uptake
Opis:
This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners’ vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low proficiency levels, based on their L2 vocabulary knowledge. The treatment lasted for one semester, 16 sessions, during which 16 passages were covered. While the CAI group individually worked on the passages uploaded on the CALL software, enhanced with hypertext annotations, the control group read the same passages through traditional teacher-directed instruction. The comparison of vocabulary recognition and production pretest and post-test scores revealed the significant effect of CAI on L2 learners’ vocabulary uptake in the immediate and delayed post-tests. While no significant differences were found between the high and low proficiency participants in terms of their improvement from production pretest to the post-test, lower-level participants revealed more vocabulary recognition gains. The findings have pedagogical implications for L2 teachers, practitioners, and courseware designers in that they can rely on CALL software as a viable scaffolding tool for L2 vocabulary growth.
Źródło:
Teaching English with Technology; 2019, 19, 3; 68-89
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Muzikoterapia hudba ako rapeuticky prostriedok
Innovative methods in music teaching
Autorzy:
Akimjak, Amantius
Powiązania:
https://bibliotekanauki.pl/articles/1818310.pdf
Data publikacji:
2019-12-10
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
art school
musical instruction
didactic game
rhythm
tact
melody
umelecká škola
hudobná výučba
didaktická hra
rytmus
takt
melódia
Opis:
Výchovno-vzdelávací proces prešiel v 20. storočí zásadnými zmenami a vývojom. Už pri letmom pohľade na množstvo alternatív didaktických postu-pov a vyučovacích metód vidíme, že žiaden akokoľvek prepracovaný a dokonalý systém nie je univerzálny a jedine správny. Hudba a predmet hudobná náuka je pre žiaka v mladšom školskom veku predovšetkým hrou, v ktorej môže uplatňovať svoj poznávací a objaviteľský inštinkt. Vyjadruje ňou svoje pocity, zážitky, svoj vnútorný svet a spätne hudba obohacuje jeho osobnosť. Pomáha mu vytvárať životnú energiu a pocit radosti. Hudobné hry sú preto veľmi odporúčanou činnosťou. Môžeme ich realizovať v akejkoľvek etape vy-učovacej hodiny i v rámci všetkých hudobných činností.
Music teaching is a compulsory subject in the curriculum of a basic artschool. For most pupils, however, this subject is not attractive. It is up to the teacher toraise the interest in pupils by appropriate didactic procedures and to point out the necessityof musical learning to develop musical abilities of the pupils.
Źródło:
Student Niepełnosprawny. Szkice i rozprawy; 2019, 19, 12; 197-209
1689-6416
Pojawia się w:
Student Niepełnosprawny. Szkice i rozprawy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Internetowa platforma do nauki języków Duolingo – opinie użytkowników
The online language learning platform Duolingo: Users’ opinions
Autorzy:
Aleksandrowska, Olga
Stanulewicz, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/442845.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language learning platforms
Duolingo
self-assessment
English as the language of instruction
gamification
internetowe platformy do nauki języków
samoocena
angielski jako język nauczania
grywalizacja
Opis:
A recent increase in the introduction and integration of information and communication technologies in education has prompted researchers to investigate the functioning and effectiveness of various digital tools. In the first part of the article, the authors present the benefits of using online platforms in language learning, with special focus on Duolingo. The second part describes the major assumptions, course design and language tasks offered by the platform. The final part concentrates on the results of a small-scale study in the form of interviews, conducted with 32 Duolingo users.
Źródło:
Neofilolog; 2020, 55/1; 125-144
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners
Autorzy:
Algethami, Ghazi
Powiązania:
https://bibliotekanauki.pl/articles/620944.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Arab EFL learners
instruction
pronunciation
segments
foreign accent
Opis:
This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction.
Źródło:
Research in Language; 2017, 15, 3; 253-263
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating academic achievement of English medium instruction courses in Turkey
Autorzy:
Altay, Mehmet
Curle, Samantha
Yuksel, Dogan
Soruç, Adem
Powiązania:
https://bibliotekanauki.pl/articles/2051511.pdf
Data publikacji:
2022-03-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction
academic success
Turkish medium instruction
general English proficiency
higher education
Opis:
This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 1; 117-141
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Diachronic Perspective on the Changing Roles of English as a Medium of Instruction
Autorzy:
Anderson, Robin
Powiązania:
https://bibliotekanauki.pl/articles/2076589.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
English language teaching approaches
English as a lingua franca
English as a medium of instruction
the economic
academic and social place of English
English hegemony
Opis:
What are the implications for the unassailable position of the English language in social, professional and academic contexts in the world today? In this paper we briefly outline some of the watershed changes in the way we have viewed the teaching/learning of English and how we have evolved our notions as to what kind of English needs to be taught/learned. We argue that we are again at a watershed moment and intend to briefly analyse this and ask where we should be heading in the future.
Źródło:
Kwartalnik Neofilologiczny; 2017, 2; 127-142
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge
Autorzy:
Angelovska, Tanja
Powiązania:
https://bibliotekanauki.pl/articles/780551.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
prior language knowledge
input
practice
output
enhancement
grammar instruction
Opis:
The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 3; 397-417
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
Autorzy:
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng
Powiązania:
https://bibliotekanauki.pl/articles/955783.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped instruction
collaborative writing
WhatsApp
cohesion
Opis:
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
Źródło:
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS
Autorzy:
Awada, Ghada M.
Faour, Kawthar H.
Powiązania:
https://bibliotekanauki.pl/articles/569399.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Active learning
cooperative learning
differentiated instruction
Glogster
ICT
Opis:
The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.
Źródło:
Teaching English with Technology; 2018, 18, 2; 93-114
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Glosa do wyroków NSA z dnia 6 czerwca 2018 r., sygn. II FSK 1525/16 i II FSK 1526/16
Gloss to the decisions of the Supreme Administrative Court of 6 June 2018, ref. No. II FSK 1525/16 and II FSK 1526/16
Autorzy:
Babiarz, Stefan
Powiązania:
https://bibliotekanauki.pl/articles/617804.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
darowizna
polecenie darczyńcy
świadczenie na rzecz osoby trzeciej
długi i ciężary umowy darowizny i polecenia darczyńcy
donation
instruction of a donor
the benefit to a third party
debts and burdens of a donation and instruction of a donor
Opis:
A donation agreement may be burdened with an instruction (Art. 893 of the Civil Code). The nature of the instruction is not uniform because its content also includes the possibility of establishing a commitment to provide a certain monetary amount pursuant to Art. 393 § 1 of the Civil Code. In this case, the value of the donation should be the difference between the amount of donation obtained by the recipient and the amount of the benefit to a third party (Art. 888 § 1 in conjunction with Art. 893 of the Civil Code). A donor’s instruction for the recipient is a burden on the donation and is therefore deductible from its value. Meanwhile, a free of charge benefit performed by the donor towards the said third party is not burdened. However, the person receiving the benefit would be subject to the inheritance and donation tax on general terms (Art. 1 par. 1 point 2, Art. 6 par. 1 point 4, Art. 9 par. 1 point 1 and Art. 14 par. 3 point 1 of the Act on inheritance and donation tax). The value of the said benefit is not a debt or burden for the beneficiary, as it was performed at the expense of the donor’s assets, not the beneficiary’s (Art. 888 § 1 of the Civil Code, Art. 7 par. 1 and 2 Act on inheritance and donation tax).
Umowa darowizny może zostać obciążona poleceniem (art. 893 k.c.). Istota polecenia nie jest jednolita, albowiem w jego treści mieści się też możliwość ustanowienia zobowiązania do świadczenia określonej kwoty pieniężnej zgodnie z art. 393 § 1 k.c. W takim przypadku wartością przedmiotu darowizny powinna być różnica między kwotą darowizny otrzymaną przez obdarowanego a kwotą świadczenia dla osoby trzeciej (art. 888 § 1 w zw. z art. 893 k.c.). Polecenie darczyńcy skierowane do obdarowanego jest ciężarem darowizny i tym samym podlega odliczeniu od jej wartości. Z kolei świadczenie nieodpłatne zdziałane przez darczyńcę wobec tej osoby trzeciej nie jest obciążone ciężarem, z tym jednak, że osoba, która otrzymała to świadczenie, podlegałaby opodatkowaniu podatkiem od spadków i darowizn na ogólnych zasadach (art. 1 ust. 1 pkt 2, art. 6 ust. 1 pkt 4, art. 9 ust. 1 pkt 1 i art. 14 ust. 3 pkt 1 u.p.s.d.). Wartość tego świadczenia nie jest długiem ani ciężarem dla osoby obdarowanej, zostało ono bowiem zdziałane kosztem majątku darczyńcy, a nie obdarowanego (art. 888 § 1 k.c., art. 7 ust. 1 i 2 u.p.s.d.).
Źródło:
Kwartalnik Prawa Podatkowego; 2018, 1; 9-24
1509-877X
Pojawia się w:
Kwartalnik Prawa Podatkowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Osobowość katechety na podstawie wskazań ks. Mieczysława Węglewicza w świetle katechetyki współczesnej
The personality of a Catechist on the basis of the indications of Father Mieczysław Węglewicz in the light of modern catechetics
Autorzy:
Bąkowski, Wiesław
Powiązania:
https://bibliotekanauki.pl/articles/2035390.pdf
Data publikacji:
2018-03-30
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
duszpasterstwo
katechetyka
metoda katechezy
nauczanie religii
osobowość katechety
catechesis
a method of catechesis
pastoral care
personality catechist
religious instruction
Opis:
Father Mieczysław Węglewicz was an outstanding teacher and youthminister. He is a model catechist for modern catechesis. As a teacher anda didactic, Father Węglewicz helps the students in the catechism class byfinding the appropriate rules of conduct and way of life. His didactics allowsthe catechist to get to know the students better, thus providing a moreeffective catechesis.
Źródło:
Collectanea Theologica; 2017, 87, 3; 163-186
0137-6985
2720-1481
Pojawia się w:
Collectanea Theologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkic do badań nad nauczaniem katechetycznym w Wyższym Seminarium Duchownym diecezji siedleckiej
The study for the research on the catechetical instruction in Theological Seminary in Siedlce
Autorzy:
Baryga, Krzysztof
Kindracki, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/483403.pdf
Data publikacji:
2018-12-31
Wydawca:
Wyższe Seminarium Duchowne im. św. Jana Pawła II Diecezji Siedleckiej
Tematy:
etapy rozwoju katechezy
historia katechetyki
formacja katechetyczna w seminarium duchownym
seminaryjne ratio studiorum
podręczniki katechetyki
katechizmy
diecezja podlaska
stages of religious instruction development
the history of catechetics
cat-echetic formation in theological seminary
seminar ratio studiorum
coursebooks of catechetics
catechism
podlachian diocese
Opis:
Te study for the research on the catechetical instruction in Teological Semi-nary in Siedlce. In this report some possible research ways and areas of catechetics are presented. First the history of Teological Seminary in the Diocese of Siedlce ( previously Diocese of Szkic do badań nad nauczaniem katechetycznym w Seminarium Duchownym diecezji siedleckiej Janów Podlaski) was presented. Ten three stages of catechetical instruction in this seminary were discussed: stage 1 - from the beginning of the 19th century to the beginning of the 20th century, stage 2 - from the resurrection of the diocese and reactivation of the seminary to the end of Te Second Vatican Council and stage 3 - from the end of Te Second Vatican Council until now. Synodal instruction as an area of forming alumns and presbyters of the Church in Siedlce was considered.
Źródło:
Teologiczne Studia Siedleckie; 2018, XV/15; 57-125
1733-7496
Pojawia się w:
Teologiczne Studia Siedleckie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MAAPCNIA: A Boost to Authentic MET Instruction
Autorzy:
Baylon, A.
Powiązania:
https://bibliotekanauki.pl/articles/116722.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
Astronavigation
Maritime Education and Training (MET)
MET Instruction
Teaching Strategy
Celestial Navigation
Celestial Sphere
Celestial Fixing
Opis:
This paper presents an innovation in teaching strategy in one major subject in the Maritime Education and Training (MET) program of the Maritime Academy of Asia and the Pacific (MAAP). This strategy makes use of an instructional aid called MAAPCNIA (MAAP Celestial Navigation Instructional Aid), conceptualized and designed by Capt. Daniel S. Torres, Jr. MAAPCNIA encompasses color-coded spheres that depict navigational triangle. This triangle is composed of a blue celestial sphere representing horizon system of coordinates and a white sphere enclosing a globe characterizing time diagram and celestial equator and terrestrial systems of coordinates. With this instrument, celestial spheres can be easily visualized compared when using one-dimensional drawing. Hence, understanding of orthographic projection, which is essentially the core of appreciation and mastery of this tough subject, is enhanced. This paper focuses on the development and impact of MAAPCNIA since its conception in 2004, towards authentic teaching-learning process in Celestial Navigation.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2008, 2, 3; 285-290
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
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