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Talan, Tarik – Educational Sciences: Theory and Practice, 2020
The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed.…
Descriptors: Correlation, Meta Analysis, Telecommunications, Handheld Devices
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Caliskan, Aysun; Zhu, Chang – Educational Sciences: Theory and Practice, 2020
With the enormous scientific and technological developments, higher education institutions are facing rapid structural, social, technological changes. Because they are considered as an important center of talent development and knowledge production and sharing for countries. To fulfill their educational, social and economic needs, higher education…
Descriptors: Correlation, Organizational Culture, Higher Education, Educational Innovation
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Shliakhovchuk, Elena; Muñoz García, Adolfo – Educational Sciences: Theory and Practice, 2020
The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the…
Descriptors: Video Games, Cultural Awareness, Intercultural Communication, Cooperation
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Smith, Francis X.; Was, Christopher A. – Educational Sciences: Theory and Practice, 2019
Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity,…
Descriptors: Metacognition, Scores, Individual Differences, Academic Achievement
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Koh, Joyce Hwee Ling – Educational Sciences: Theory and Practice, 2019
Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Homework
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Kartal, Erdogan – Educational Sciences: Theory and Practice, 2019
This study is about artificial neural network modeling of the linguistic challenges encountered by students learning Turkish as a foreign language in universities in France. The study was conducted in four universities where Turkish is taught as an optional foreign language. Sixty-six students whose mother tongues were either Arabic or French…
Descriptors: Turkish, French, Second Language Learning, Second Language Instruction
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Zhang, Xiaodong – Educational Sciences: Theory and Practice, 2018
This study reports how teaching using a systemic functional linguistics (SFL)-based appraisal system impacted English-as- a-foreign-language (EFL) students' reflective practices with text deconstruction and construction. Through qualitative content and discourse analyses of three focal EFL students'reading and writing performance, interviews, and…
Descriptors: Linguistics, English (Second Language), Second Language Learning, Teaching Methods
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Bogdanovic, Vesna; Mirovic, Ivana – Educational Sciences: Theory and Practice, 2018
Entering the world of academic writing can be a troublesome experience for young researchers, especially for those writing in ESL. In addition to mastering the specific language of their disciplinary community, they also have to adopt an array of metadiscourse features which help them organize their writing and position themselves towards their…
Descriptors: English (Second Language), Second Language Learning, Writing (Composition), Academic Discourse
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Ädel, Annelie – Educational Sciences: Theory and Practice, 2018
This article takes the theme of metadiscourse across genres as a point of departure. To illustrate variation in the use of metadiscourse, reflexive uses of second person "you" are examined in different genres and discourse types, all of which represent academic discourse. The material includes university lectures, research articles,…
Descriptors: Feedback (Response), Language Usage, Form Classes (Languages), Discourse Analysis
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Gardner, Sheena; Han, Chao – Educational Sciences: Theory and Practice, 2018
One of the fundamental ways in which knowledge develops is through contrast. This applies not only to the development of ideas and theories in argumentative texts, but also to the contrasting of new findings with old in experimental reports. Contrast, then, is central to the development of academic knowledge. A common finding in contrastive…
Descriptors: Writing (Composition), Contrastive Linguistics, Chinese, English
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Hatipoglu, Çiler; Algi, Sedef – Educational Sciences: Theory and Practice, 2018
Writing argumentative paragraphs is challenging even in one's first language (L1) since in order to fulfil their goals writers need to carefully choose among the available metadiscoursive tools and skilfully balance their use. Writing in a foreign language (L2) is even more challenging because language learners are usually familiar only with a…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Persuasive Discourse
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Alotaibi, Hmoud S. – Educational Sciences: Theory and Practice, 2018
Metadiscourse, as an important analytic tool, was rarely used to explore the generic structure of Ph.D. dissertation acknowledgments, and within this genre, the role of gender has been unexplored. This study employs interactional resources within the metadiscourse framework (Hyland, 2005) to investigate gender differences in 120 dissertation…
Descriptors: Gender Differences, Discourse Analysis, Doctoral Dissertations, English (Second Language)
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Rodway, Claire Louise – Educational Sciences: Theory and Practice, 2018
A socio-constructivist approach to writing pedagogy recognises the importance of participant relationships in argumentation in disciplinary writing, although awareness of the rhetorical resources available to achieve this dialogic partnership between writer and reader can be difficult to teach. The highly metadiscursive nature of feedback…
Descriptors: Feedback (Response), Reading Writing Relationship, Persuasive Discourse, Academic Discourse
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Demir, Selcuk Besir; Pismek, Nuray – Educational Sciences: Theory and Practice, 2018
In today's educational landscape, social studies classes are characterized by controversial issues (CIs) that teachers handle differently using various ideologies. These CIs have become more and more popular, particularly in heterogeneous communities. The actual classroom practices for teaching social studies courses are unclear in the context of…
Descriptors: Mixed Methods Research, Controversial Issues (Course Content), Ideology, Teaching Methods
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Bilgi, Arzu Doganay; Özmen, E. Rüya – Educational Sciences: Theory and Practice, 2018
This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe…
Descriptors: Reading Comprehension, Mild Intellectual Disability, Reading Strategies, Teaching Methods
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