Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Elham Saberi Dehkordi"'
Publikováno v:
Language Testing in Asia, Vol 12, Iss 1, Pp 1-21 (2022)
Abstract The core of self-assessment (CSA) and critical thinking (CT) empower learners to observe and evaluate themselves. Although the literature on CSA and CT reflects a long history, little is known about their contributions to the learners’ aca
Externí odkaz:
https://doaj.org/article/936b61cd71b54e9eb573206a0fb9be89
Publikováno v:
Language Testing in Asia, Vol 12, Iss 1, Pp 1-17 (2022)
Abstract Assessment is an inseparable part of teaching and learning, and it helps teachers and students to modify their teaching and learning processes. One type of assessment is peer assessment (PA), and its effects were examined on developing Irani
Externí odkaz:
https://doaj.org/article/17bb3a7006a045d2acca1e3543e81d1b
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 4, Iss 1, Pp 1-14 (2019)
Abstract The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private langua
Externí odkaz:
https://doaj.org/article/3a8f938f43054f59a1d6f6949fc2d5ac
Publikováno v:
Language Testing in Asia. 12
The core of self-assessment (CSA) and critical thinking (CT) empower learners to observe and evaluate themselves. Although the literature on CSA and CT reflects a long history, little is known about their contributions to the learners’ academic eng
Publikováno v:
Language Teaching Research. :136216882110136
This article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of E
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 4, Iss 1, Pp 1-14 (2019)
The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language instit