Motivated by the concept of Communicative Language Ability and the eminence of the IELTS exam, this study intended to scrutinize the representation of functional knowledge (FK) and socio-linguistic knowledge (SK) as sub-components of pragmatic knowledge in the writing performances of both tasks of the online General IELTS-practice resources across three band scores. This quantitative inter-scor...

This research examines how people integrate spoken and written input during multimodal human-computer interaction. Three studies used a semi-automatic simulation technique to collect data on people's free use of spoken and written input. Within-subject repeated-measures studies were designed, with data analyzed from 44 subjects and 240 tasks. The primary factors that govern people's selection t...

Title of Document: PERSONAL GROWTH INITIATIVE AS A MODERATOR OF EXPRESSIVE WRITING TASKS: TEST OF A MATCHING HYPOTHESIS Helena (Mimi) Martin, Master of Arts, 2009 Directed By: Dr. Robert W. Lent, Counseling and Personnel Services Department This study advances knowledge regarding a new potential client variable moderator to therapeutic writing. Therapeutic writing, also referred to in the liter...

Some refl ection on the matter, however, will disclose that successful learners routinely monitor and assess their own language learning and progress (self-assessment). They also observe the language interactions of peers to pick up new ideas, identify mistakes to avoid, or to compare their own abilities with those of fellow learners (peer assessment). In reality, successful learners are alread...

The present study draws on Flow Theory to examine the relationship between task repetition and quality of learners’ subjective experience during execution. is defined as a positive experiential state characterized by intense focus involvement in meaningful challenging, but doable tasks, which has been associated with enhanced self-confidence performance (Csikszentmihalyi, 2008). While research ...

the present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. 42 undergraduate learners of english as a foreign language (36 girls and 6 boys) spent 45 minutes to individually complete in-class position-taking writing tasks for three weeks. their overall academic writing quality scores assigned based on portfolio assessment were studied i...