Sign in to Manage
Search by show all

Number of records : 706 Result 561-570 of 706 for

Result Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71  Next


561. Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners, System 39(1), 63-77. DOI: 10.1016/j.system.2011.01.011
Location:
Singapore
Type of subjects/data: students
No. of subjects/data: 76
Instruments: Task/ activity
Method of analysis: - the rule verbalizations were rated for acceptability
- all the rule explanations in the verbalizations were identified and coded for the metalingual terms used, metalingual terms that were used appropriately, metalingual terms that were used incorrectly
Other aspects: target structures/ uses for investigation
Research design:
Level of detail: High

Keywords:
Metalanguage; Metalinguistic knowledge; Metalingual knowledge; Explicit grammar instruction; Explicit knowledge; Pedagogical grammar rules; Second language learner; Chinese learner of English


562. Gardner, D. and Miller, L. (2011). Managing self-access language learning: Principles and practice, System 39(1), 78-89. DOI: 10.1016/j.system.2011.01.010
Location:
Hong Kong
Type of subjects/data: SALL managers
No. of subjects/data: 7
Instruments: Questionnaire, Interview
Method of analysis: key topics, issues and problems were identified:
- the questionnaire responses and interview data were analysed for key topics, issues and problems involved in managing SALL
- principle-practice relationships were identified
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
Self-access centres; Self-access language learning; Learner autonomy; Management; Leadership; Tertiary education


563. Carreira, J.M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students, System 39(1), 90-102. DOI: 10.1016/j.system.2011.01.009
Location:
Japan
Type of subjects/data: students
No. of subjects/data: 268
Instruments: Questionnaire
Method of analysis: - Effects of grade and gender on the variables of motivation for learning EFL and for learning in general were analysed using: Cronbach alpha, MANOVA, ANOVA
- relationship between motivation for learning EFL and intrinsic motivation for learning in general were studied using: multiple-regression analysis, regression analysis
Other aspects:
Research design:
Correlational research
Level of detail: Low

Keywords:
Motivation for learning EFL; Intrinsic motivation for learning in general; Elementary school students


564. Psaltou-Joycey, A. and Kantaridou, Z. (2011). Major, minor, and negative learning style preferences of university students, System 39(1), 103-112. DOI: 10.1016/j.system.2011.01.008
Location:
Greece
Type of subjects/data: students
No. of subjects/data: 1616
Instruments: Questionnaire
Method of analysis: - frequency and percentage of learning styles in the various fields of study (descriptive statistics)
- the differences in learning styles among the various fileds of study (univariate analyses of variance)
Other aspects: - Oxford's Style Analysis Survey (SAS)
- suggested language learning strategies and teaching activities matching the learning styles
Research design:
Survey research
Level of detail: Low

Keywords:
Academic fields of study; Cultural context; Language learning strategies; Language learning styles; Second language learning


565. Serrano, R., Llanes, À, and Tragant, E. (2011). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe, System 39(2), 133-143. DOI: 10.1016/j.system.2011.05.002
Location:
Spain
Type of subjects/data: students
No. of subjects/data: 131
Instruments: Test, Task/ activity
Method of analysis: 1. fluency, complexity and accuracy of the students' written and oral production were analysed:
- fluency, words per T-unit (W/T), syllables per minute (syll/min)
- syntactic complexity: T-unit complexity ratio, clauses per T-unit (C/T)
- lexical complexity: Guiraud's Index of Lexical Richness
- accuracy: errors per T-unit (Err/T)
2. MANCOVA was performed in order to compare the performance of the students in different context
Other aspects: T-unit (Hunt, 1998)
Research design:
Level of detail: High

Keywords:
Context of learning; Time distribution; Second language learning; Study abroad; Intensive language courses


566. Wong, L.L.C. and Nunan, D. (2011). The learning styles and strategies of effective language learners, System 39(2), 144-163. DOI: 10.1016/j.system.2011.05.004
Location:
Hong Kong
Type of subjects/data: students
No. of subjects/data: 674
Instruments: Questionnaire
Method of analysis: learning styles and strategies of more effective and less effective learners were compared: a chi-square analysis
Other aspects:
Research design:
Survey research
Level of detail: Low

Keywords:
Learning styles; Learning strategies; Effective language learner; Less effective language learner; Tertiary


567. Qi, Y. and Ding, Y. (2011). Use of formulaic sequences in monologues of Chinese EFL learners, System 39(2), 164-174. DOI: 10.1016/j.system.2011.02.003
Location:
China
Type of subjects/data: a learner corpus, a native speaker corpus
No. of subjects/data: 30,217, 6,739 words
Instruments:
Method of analysis: - the use of formulaic sequences (FSs) was analysed
- the frequency, accuracy and variation of FSs were measured
- changes in FS frequency, accuracy and variation in the performance of the students between Year 1 and 4 were examined using paired-samples t-test
- difference in FS use between the Chinese students and the native speakers was examined using Mann-Whitney U-test
Other aspects: WordSmith Tools
Research design:
Longitudinal research
Level of detail: High

Keywords:
Formulaic sequences; Oral production; Chinese learners; Language learning


568. Huang, K,-M. (2011). Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction, System 39(2), 186-201. DOI: 10.1016/j.system.2011.02.002
Location:
Taiwan
Type of subjects/data: students
No. of subjects/data: 25
Instruments: Observation, Video recordings
Method of analysis: - observation notes were analysed for communicative features in terms of proportions of the teacher's and the learners' speech types used during classroom verbal interaction
- communication features in 2 different settings were compared
Other aspects:
Research design:
Level of detail: Medium

Keywords:
Content-based language instruction; Classroom verbal interaction; Motivated behaviours; EFL young learners


569. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners, System 39(2), 202-214. DOI: 10.1016/j.system.2011.04.002
Location:
Hong Kong
Type of subjects/data: students
No. of subjects/data: 313
Instruments: Questionnaire
Method of analysis: factors contributing to speaking-in-class anxiety were investigated using factor analysis with varimax rotation
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
Speaking-in-class anxiety; Chinese ESL learners; Hong Kong university students


570. Bao, M., Egi, T., and Han, Y. (2011). Classroom study on noticing and recast features: Capturing learner noticing with uptake and stimulated recall, System 39(2), 215-228. DOI: 10.1016/j.system.2011.05.001
Location:
United States
Type of subjects/data: students, teachers
No. of subjects/data: 25, 2
Instruments: Observation, Stimulated recall
Method of analysis: - interview data were coded for participants' noticing of recasts
- relationship between recast features and learners' noticing of recasts and learners' uptake of recasts via stimulated recall was analysed: descriptive statistics, Pearson's correlation, univariate general linear model (GLM) analysis
Other aspects:
Research design:
Level of detail: Low

Keywords:
Noticing; Uptake; Recasts; Stimulated recall; Performance; Introspective protocol; Classroom context


Result Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71  Next  
School of Liberal Arts © 2006