نتایج جستجو برای: instruction practices ranged from knowledge
تعداد نتایج: 5994709 فیلتر نتایج به سال:
The significance of learners acquiring the skills required in 21st century, including communication skills, teamwork, ICT-related and socio-cultural knowledge, imagination, critical thinking, problem-solving, has been extensively discussed. Integrating century into curriculum requires teachers to have knowledge resources foster classroom practices. This qualitative study was designed explore th...
Decades of research offer important understandings about the nature comprehension and its development. Drawing on both classic contemporary research, in this article, we identify some key reading processes instruction, including these: Comprehension instruction should begin early, teaching word-reading bridging skills (including graphophonological semantic cognitive flexibility, morphological a...
Introduction: In this study, we aimed to identify the risk factors associated with the incidence of A.C.L in three endemic areas of Kerman City. Moreover, the residents’ knowledge, attitudes, and practices towards A.C.L were assessed. Materials and Methods: A descriptive cross-sectional study was conducted among 195 residents of three endemic areas in Kerman City involved by A.C.L disease from...
The present study aims to investigate the relative effectiveness of different types of pragmatic instruction including two collaborative translation tasks and two structured input tasks with and without explicit pragmatic instruction on the production of apologetic utterances by low-intermediate EFL learners. One hundred and fifty university students in four experimental groups and one control ...
the current study examined iranian undergraduate efl students’ willingness to communicate with regard to their vocabulary knowledge. in general, participants were somewhat willing to communicate in english. the total mean score of 730 university students’ perception of willing to communicate was 83.53 out of 135. results, regarding four parts of willingness to communicate, revealed that part...
the present study set out (a) to examine the categories of pedagogical knowledge related to the act of teaching of novice and experienced teachers as gleaned from their verbal report of what they were thinking about while teaching and (b) to compare the categories of pedagogical knowledge of novice and experienced teachers. the aim of comparing these two groups of teachers was to see whether di...
with the introduction of communicative language teaching, a large number of studies have concerned with students’ oral participation in language classrooms. although the importance of classroom participation is evident, some language learners are unwilling to engage in oral activities. this passivity and unwillingness to participate in language classroom discussions is known as “reticence”. rev...
Processes and practices—and in general, informational doings their diverse constellations—are pertinent elements of the information landscape. This panel presents research on documentation description processes practices field addressing: 1) how different conceptualisations influence they emerge as describable entities; 2) what approaches to document describe exist have been proposed science te...
Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.
Purpose In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instru...
In this study, we have been developing a system called FIMA (Flexible Instructional Design Support Multi-Agent System) that dynamically supports teachers in designing instruction by facilitating their thinking ways according to the characteristics of those of expert teachers. In the present study, we focused on a support to facilitate teachers’ deep reflection and awareness of room for improvem...
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