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ERIC Number: EJ928519
Record Type: Journal
Publication Date: 2011-Mar
Pages: 29
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0023-8333
The Time Factor in EFL Classroom Practice
Serrano, Raquel
Language Learning, v61 n1 p117-145 Mar 2011
This article analyzes whether the distribution of the hours of classroom practice has any effect on students' foreign language gains by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course) and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners' grammar and vocabulary knowledge, as well as listening, writing, and speaking skills were examined through a variety of tasks. The results of the analyses performed indicate that intermediate-level students tend to make more language gains in intensive programs than in regular programs, whereas advanced EFL students do not seem to benefit from intensive classroom practice as much as intermediate students do.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A