Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Hailay Tesfay Gebremariam"'
Publikováno v:
BMC Public Health, Vol 24, Iss 1, Pp 1-16 (2024)
Abstract While there has been extensive research on well-known psychosocial problems like depression, anxiety, and stress among higher education students, emerging issues such as emotional problems, antisocial behavior, trauma experiences, and academ
Externí odkaz:
https://doaj.org/article/7fac2a937f9b48b9aa6215ecd5ea6f7e
Publikováno v:
Heliyon, Vol 10, Iss 20, Pp e39507- (2024)
Social interactions and communication between individuals have been completely transformed by digital technology (DT). People from all around the world can now communicate with each other thanks to social media platforms. The main focus of this study
Externí odkaz:
https://doaj.org/article/64f0553f5636433e99f5156371a38cea
Publikováno v:
Ampersand, Vol 13, Iss , Pp 100195- (2024)
Previous studies have largely overlooked teacher feedback, which plays a significant role in the social construction of knowledge within educational ecosystems worldwide. While written corrective feedback has been the focus of writing feedback resear
Externí odkaz:
https://doaj.org/article/f62cec5c9ddc4751b3d2d796b901e4cf
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
Emotional intelligence (EI) refers to the ability to recognize, understand, and manage emotions, which has been found to play a crucial role in academic achievement. However, there is limited research on the impact of EI on writing performance, parti
Externí odkaz:
https://doaj.org/article/e4c1a92375244417915ee6de36fb128c
Autor:
Hailay Tesfay Gebremariam
Publikováno v:
SAGE Open, Vol 14 (2024)
Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study
Externí odkaz:
https://doaj.org/article/044e347edde74741ae99a51e956ba627
Publikováno v:
SAGE Open, Vol 14 (2024)
Despite the complex nature of writing, many students are hesitant to tackle difficult subjects. To help those facing writing difficulties and increase their motivation, this study examines the effect of teacher-student collaboration through guided-wr
Externí odkaz:
https://doaj.org/article/fe34f07f9a3e4b4389562be3c082c3a2
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 8, Iss 1, Pp 1-21 (2023)
Abstract Reflection in education has seen an upsurge in research interest since as reported by Dewey (How we think, Prometheus Books, Buffalo, 1991) ground-breaking work, which plays an integral role in fostering students’ self-reflection and demon
Externí odkaz:
https://doaj.org/article/513a71c99e1f4580b5e51a0dae440e22
Publikováno v:
International Journal of Educational Research Open, Vol 5, Iss , Pp 100293- (2023)
Despite the complex nature of writing, many students are hesitant to tackle difficult tasks, and there have not been enough studies conducted to determine whether writing instruction from the perspective of self-reflection improves students' writing
Externí odkaz:
https://doaj.org/article/d9a4eb0e8cf14878a11153327c0bf9a5
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers’ assessments for learning practices for student learning improvement. The participants (n = 242) were
Externí odkaz:
https://doaj.org/article/65193f9442414c1c9f26a353b45814bc
Publikováno v:
International Journal of Language Education. 6:128
Assessment is the central point of educational progress; it is the assistant to teachers during and after teaching and learning. One of the assessment genres, assessment for learning is referred to gathering information during teaching and learning,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c865d2ce2e80c64984efac0b91b8a747
https://doi.org/10.26858/ijole.v6i2.20505
https://doi.org/10.26858/ijole.v6i2.20505