Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Seyed Hesamuddin Aliasin"'
Publikováno v:
Research in English Language Pedagogy, Vol 11, Iss 1, Pp 121-137 (2023)
Academic writing in general and writing research articles in particular have long been considered a crucial mode of discourse, which is due to its challenging requirements for writers. Metadiscourse resources aid the reader in reading comprehension t
Externí odkaz:
https://doaj.org/article/2272da6bd8054ae396c69adf0445c548
Publikováno v:
مجله علوم روانشناختی, Vol 21, Iss 115, Pp 1359-1374 (2022)
Background: Grammar is of great importance in L2 learning and communication (Ismail & Dedi, 2021). On the one hand, employing self-regulated learning strategies has been addressed as an important factor in this regard (Li, 2022; Pawlak, 2018). On the
Externí odkaz:
https://doaj.org/article/4210e2b64854472baac4e11fe61287e1
Publikováno v:
Frontiers in Education, Vol 7 (2022)
This study investigated the effects of metacognitive listening strategy instruction (MLSI) and learners’ locus of control orientation on the listening comprehension of EFL learners. 100 EFL students at the University of Zanjan and Imam Khomeini Int
Externí odkaz:
https://doaj.org/article/8f1c8bd5e39743b7be441b63dc3ade02
Publikováno v:
Journal of Language and Education, Vol 6, Iss 2, Pp 31-43 (2020)
Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To
Externí odkaz:
https://doaj.org/article/5414fb39dced4bf49987d93ec33fb2bb
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
This study was an attempt to explore the possible relationship between EFL teachers’ perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teach
Externí odkaz:
https://doaj.org/article/1113d7a369cc4ce3a905019c7f81b388
Publikováno v:
Journal of Modern Research in English Language Studies, Vol 1, Iss 1, Pp 75-96 (2014)
Externí odkaz:
https://doaj.org/article/9d2f726f3894407fa2e791700e9d2867
Publikováno v:
Journal of Language and Education. 6:31-43
Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::276f3a02da6fc7472a7df7d19fa893cb
https://doi.org/10.17323/jle.2020.9730
https://doi.org/10.17323/jle.2020.9730
Publikováno v:
Education Research International.
According to research findings, metacognition has been shown to have an essential role in education. As individuals are different,6 metacognitive knowledge cannot be the same for all learners. Learners need to be trained to improve their metacognitio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a5b2ea49e874001a5d9fe438493e3d5
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
This study was an attempt to explore the possible relationship between EFL teachers’ perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aa9b3e8d9899ddbe074fc87a18c41759
https://doi.org/10.1080/2331186x.2019.1589413
https://doi.org/10.1080/2331186x.2019.1589413
Publikováno v:
Theory and Practice in Language Studies. 8:295
The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3302124a80cd9cf15a444e51e0a127ea
https://doi.org/10.17507/tpls.0803.04
https://doi.org/10.17507/tpls.0803.04