Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Meisam Mirzaei Shojakhanlou"'
Publikováno v:
Journal of Modern Research in English Language Studies, Vol 10, Iss 2, Pp 69-90 (2023)
Investigating language teacher cognition and ways of promoting their cognition are the building blocks of teacher education because their practices are highly contingent on their cognition about underlying concepts in language pedagogy. This study ex
Externí odkaz:
https://doaj.org/article/a0aa6827bac0409b851fdac095661d9b
Publikováno v:
Issues in Language Teaching, Vol 11, Iss 2, Pp 219-254 (2022)
Given that students’ personality traits can have a powerful role in language learning, this study sought to investigate how well L2 leaners’ communication apprehension and request speech act can be predicted through the components of the Big Five
Externí odkaz:
https://doaj.org/article/50d95076fe334f41983e30e73b7dd28d
Publikováno v:
Journal of English Language Teaching and Learning, Vol 14, Iss 30, Pp 91-114 (2022)
This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total,
Externí odkaz:
https://doaj.org/article/3925cdd2619b468c981ffb1b91305bd4
Autor:
Mahdi Moeinikia, Shahram Mehravar Giglouu, Salim Kazami, Meisam Mirzaei Shojakhanlou, Azim Omidvar
Publikováno v:
Interdisciplinary Journal of Virtual Learning in Medical Sciences, Vol 13, Iss 2, Pp 127-136 (2022)
Background: Today, e-learning has become one of the basic components of education process, especially in higher education. Institutions and universities employ e-learning extensively in their educational operations. In light of this, the goal of the
Externí odkaz:
https://doaj.org/article/007f08f60e16486a9802bc3989c3c0da
Publikováno v:
Journal of English Language Teaching and Learning, Vol 15, Iss 32, Pp 178-196 (2023)
Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity
Externí odkaz:
https://doaj.org/article/fd4fc642aaaf4a7a81d19a8d7fed6a53