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Alipour, Poupak – Cogent Education, 2020
The current study aimed to investigate the impact of online vs. blended learning on developing vocabulary learning among Iranian intermediate EFL learners. To fulfill this, 90 Iranian intermediate EFL learners (17 to 19 years) participated and were divided into three equal groups. The control group received vocabulary instruction through the…
Descriptors: English (Second Language), Second Language Instruction, Blended Learning, Online Courses
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Liu, Meihua; Wu, Yong – Cogent Education, 2020
Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation…
Descriptors: Undergraduate Students, Student Attitudes, Plagiarism, Second Language Learning
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Golzar, Jawad – Cogent Education, 2020
This paper presents a systematic review of 37 empirical studies that explored English teacher identity, and its formation through classroom practices from 1997 to 2020. After excluding 26 non-relevant studies from 63 articles, the remaining research has been analyzed through a systematic process to get salient themes that can be best cognized in…
Descriptors: Professional Identity, Language Teachers, English (Second Language), Native Speakers
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Namaziandost, Ehsan; Alekasir, Samir; Hassan Mohammed Sawalmeh, Murad; Miftah, M. Zaini – Cogent Education, 2020
Electronic portfolios, as digitalized collections of artifacts including resources, demonstrations, and accomplishments that represent an individual, group, or institution activity, can be used to formatively measure learners' progress and learning with regard to their own production and documentation of educational content. E-portfolios are…
Descriptors: Foreign Countries, Student Attitudes, English (Second Language), Second Language Instruction
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Rafiee, Marzieh; Abbasian-Naghneh, Salman – Cogent Education, 2020
This study aimed to develop a second-language willingness to write (L2WTW) model for foreign language writing classrooms. For this purpose, based on previous empirical studies, a hypothesized framework that describes the relationship between L2 motivation, L2 learners' attitude, autonomy, self-confidence, teacher/peer feedback, and knowledge of…
Descriptors: Models, English (Second Language), Second Language Learning, Writing Instruction
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Maun, Deepak; Shukla, Kathan Dushyant; Chand, Vijaya Sherry – Cogent Education, 2020
Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students' non-cognitive competencies represented via grade or comment on report card.…
Descriptors: Test Validity, Test Reliability, Error of Measurement, Factor Analysis
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Zackariasson, Maria; Magnusson, Jenny – Cogent Education, 2020
In this article, we will discuss how circumstances and requirements on a micro-level may be of relevance for the conditions for international student mobility within higher education. This will be done through examining similarities and differences in the organization of degree project courses at universities in Russia and Sweden, and how…
Descriptors: Academic Language, Literacy, Cross Cultural Studies, Student Mobility
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Shabbani, Mohammad Bagher; Latifi, Gholam Reza; Javaheri, Reza; Mazlum, Masumeh – Cogent Education, 2020
Emotional Intelligence (EQ) of the students and its impact on their academic achievement has been amply studied since decades ago. However, it seems that the relationship between the students' EQ and perceptions of Learner Autonomy (LA) has not been appropriately investigated to the date. This study aimed at exploring the relationship between…
Descriptors: Undergraduate Students, Emotional Intelligence, Student Attitudes, Personal Autonomy
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Vakilifard, Amireza; Ebadi, Saman; Zamani, Mahmood; Sadeghi, Bahador – Cogent Education, 2020
Learners' motivation has been widely accepted as a key factor which influences the rate, success, and failure of second/foreign language learning. On the other hand, demotivation is regarded as a flip side of motivation which has negative effects on language learning processes and outcomes. This study intended to examine what factors may…
Descriptors: Learning Motivation, Second Language Learning, Second Language Instruction, Indo European Languages
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Ghorbani, Negin; Ebadi, Saman – Cogent Education, 2020
This study reports the results of a mixed methods approach to investigate the impact of instructor feedback in mobile-assisted language learning (MALL) on the grammatical development of English as a foreign language (EFL) learners. The participants of this quasi-experimental study included 40 female EFL learners randomly selected from the English…
Descriptors: Grammar, English (Second Language), Second Language Learning, Second Language Instruction
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Jernes, Margrethe; Knaben, Åse Dagmar; Tungland, Inger Benny Espedal; Alvestad, Marit – Cogent Education, 2020
In this paper, the objective is to explore the area of pedagogy in the reform of kindergarten teacher education (KTE), which was implemented in 2013 in Norway. The data material is based on semi-structured interviews with 41 educators from six focus groups, and is analysed with a hermeneutical approach. The main findings is presented in three…
Descriptors: Kindergarten, Educational Change, Preschool Teachers, Teacher Education Programs
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Abbasian, Reza; Hadian, Bahram; Vaez-Dalili, Mehdi – Cogent Education, 2020
Although non-native English speakers have been defined as a single distinct group in the most research literature, it has been relatively recently argued that they extensively vary in socio-cultural background, socio-economic status (SES), and parental education background wherein they grow cognitively. The present research, therefore, was…
Descriptors: Socioeconomic Status, Family Characteristics, Parent Background, Educational Attainment
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Baghaei, Samira; Bagheri, Mohammad Sadegh; Yamini, Mortaza – Cogent Education, 2020
The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Reading Tests
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Mohseni, Fatemeh; Seifoori, Zohreh; Ahangari, Saeideh – Cogent Education, 2020
The present quasi-experimental research aimed to examine the differential effect of metacognitive strategy training and critical thinking awareness-raising on EFL learners' reading comprehension of general reading (GR), cause and effect (CE), and argumentative (ARG) texts. The study set to investigate the extent to which raising Iranian EFL…
Descriptors: Critical Thinking, Metacognition, Second Language Learning, Second Language Instruction
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Seifried, Jürgen; Brandt, Steffen; Kögler, Kristina; Rausch, Andreas – Cogent Education, 2020
Problem-solving competence is an important requirement in back offices across different industries. Thus, the assessment of problem-solving competence has become an important issue in learning and instruction in vocational and professional contexts. We developed a computer-based low-stakes assessment of problem-solving competence in the domain of…
Descriptors: Foreign Countries, Vocational Education, Student Evaluation, Computer Assisted Testing
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