المؤلفون: Sánchez Franco, Carla Elizabeth, Pérez Ortega, María Isabel

المصدر: Runas. Journal of Education and Culture; Vol. 5 Núm. 9 (2024): Número Regular 9; e240179 ; Runas. Journal of Education and Culture; Vol. 5 No. 9 (2024): Regular Issue 9; e240179 ; Runas. Journal of Education and Culture; v. 5 n. 9 (2024): Número Regular 9; e240179 ; 2737-6230

مصطلحات موضوعية: Motivação intrínseca, aprendizado, jovens estudantes, alunos de inglês como língua estrangeira, Motivación intrínseca, aprendizaje, jóvenes estudiantes, Estudiantes de inglés como lengua extranjera, Intrinsic motivation, learning, young students, English as a Foreign Language learners

وصف الملف: application/pdf; application/epub+zip

Relation: https://runas.religacion.com/index.php/about/article/view/179/296; https://runas.religacion.com/index.php/about/article/view/179/297; https://runas.religacion.com/index.php/about/article/view/179

الاتاحة: https://runas.religacion.com/index.php/about/article/view/179
https://doi.org/10.46652/runas.v5i9.179

المؤلفون: Ispinar Akcayoglu, Duygu, Ozer, Omer

المصدر: GIST – Education and Learning Research Journal; Vol. 27 (2023): GiST Education and Learning Research Journal, No 27 ; GIST – Education and Learning Research Journal; v. 27 (2023): GiST Education and Learning Research Journal, No 27 ; 2248-8391 ; 1692-5777

مصطلحات موضوعية: Ansiedad cognitiva ante los exámenes, aprendizaje autorregulado, estudiantes de inglés como lengua extranjera, cognitive test anxiety, self-regulated learning, EFL learners, Higher Education, foreign language learning, test anxiety

وصف الملف: application/pdf

Relation: https://latinjournal.org/index.php/gist/article/view/1706/1515; Amate-Romera, J., & de la Fuente, J. (2021). Relationships between test anxiety, self-regulation and strategies for coping with stress in professional examination candidates. Annals of Psychology, 37(2), 276-286. https://doi.org/10.6018/analesps.411131; Andrade, M. S., & Evans, N. W. (2012). Principles and Practices for Response in Second Language Writing: Developing self-Regulated Learners. Routledge.; Andujar, A., & Cruz-Martínez, M. S. (2020). Cognitive test anxiety in high-stakes oral examinations: Face-to-face or computer-based? Language Learning in Higher Education, 10(2), 445–467. https://doi.org/10.1515/cercles-2020-2029; Aydın, S. (2012). The effects of young EFL learners' perceptions of tests on test anxiety. Education 3-13, 40(2), 189-204. https://doi.org/10.1080/03004279.2010.510119; Aydın, G., & Yerin Güneri, O. (2022). Exploring the role of psychological inflexibility, rumination, perfectionism cognitions, cognitive defusion, and self-forgiveness in cognitive test anxiety. Current Psychology, 41, 1757–1766. https://doi.org/10.1007/s12144-020-00805-1; Aydın, S., Denkci-Akkaş, Türnük, T., Baştürk-Beydilli, A., & Saydam, İ. (2021). A descriptive study on text anxiety among foreign language learners. Futuristic Implementations of Research in Education (FIRE), 2(2), 43-55.; Aydin, S., Denkci Akkaş, F., Türnük, T., Baştürk Beydilli, A., & Saydam, İ. (2020). Test anxiety among foreign language learners: A qualitative study. The Qualitative Report, 25(12), 4289-4309. https://doi.org/10.46743/2160-3715/2020.4686; Balogun, A., Balogun, S., & Onyencho, C. (2017). Test anxiety and academic performance among undergraduates: The moderating role of achievement motivation. The Spanish Journal of Psychology, 20, E14. https://doi.org/10.1017/sjp.2017.5; Bozkurt, S., Ekitli, G. B., Thomas, C. L., & Cassady, J. C. (2017). Validation of the Turkish Version of the Cognitive Test Anxiety Scale–Revised. SAGE Open, 7(1). https://doi.org/10.1177/2158244016669549; Cassady, J. C., & Finch, W. H. (2020). Revealing nuanced relationships among cognitive test anxiety, motivation, and self-regulation through curvilinear analyses. Frontiers in Psychology, 11, 1-13. https://doi.org/10.3389/fpsyg.2020.01141; Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic procrastination. Contemporary Educational Psychology, 27, 270-295. https://doi.org/10.1006/ceps.2001.1094; Cassady, J. C. (2004). The influence of cognitive test anxiety across the learning–testing cycle. Learning and Instruction, 14(6), 569-592. https://doi.org/10.1016/j.learninstruc.2004.09.002; Cassidy, S. (2011). Self-regulated learning in higher education: identifying key component processes. Studies in Higher Education, 36(8), 989-1000. https://doi.org/10.1080/03075079.2010.503269; Chen, J. (2022). The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study. Frontiers in Psychology, 13, 1-17. https://doi.org/10.3389/fpsyg.2022.1021101; Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus, 5. https://doi.org/10.1186/s40064-016-3367-y; Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, & Coping, 24(2), 167-178. https://doi.org/10.1080/10615806.2010.488723; Guo, Y., Xu, J., & Liu, X. (2018). English language learners’ use of self-regulatory strategies for foreign language anxiety in China. System, 76, 49-61. https://doi.org/10.1016/j.system.2018.05.001; Hong, Z., IM, Y., & Li, C. (2016). A study of the effects of learner characteristics on the self-regulated learning ability: A comparison of Korea and China. Educational Technology International, 17(1), 59-85.; Horwitz, E. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. https://doi.org/10.1017/S026144480999036X; Lam, R. (2015). Understanding EFL students' development of self-regulated learning in a process-oriented writing course. TESOL Journal, 6(3), 527-533. https://doi.org/10.1002/tesj.179; Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. School Psychology International, 42(6), 616–637. https://doi.org/10.1177/01430343211039265; Liu, X., He, W., Zhao, L., & Hong, J. C. (2021). Gender differences in self-regulated online learning during the COVID-19 lockdown. Frontiers in Psychology, 12, 752131.; Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A., & Janik, M. (2008). The test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215–230. https://doi.org/10.1177/0734282907303760; Martirossian, A., & Hartoonian, A. (2015). Lowering foreign language anxiety through self-regulated learning strategy use. English Language Teaching, 8(12), 209-222.; Möcklinghoff, S., Rapoport, O., Heckel, C., Messerschmidt-Grandi, C., & Ringeisen, T. (2023). Relationships between achievement goal orientations, multidimensional test anxiety, and performance – In conclusion, every facet counts. Learning and Individual Differences, 102. https://doi.org/10.1016/j.lindif.2023.102269; Németh, L., & Bernáth, L. (2023). The nature of cognitive test anxiety: An investigation of the factor structure of the cognitive test anxiety scale. Educational Assessment, 28(1), 27-47. https://doi.org/10.1080/10627197.2022.2130747; Peel, K. (2019). The fundamentals for self-regulated learning: A framework to guide analysis and reflection. Educational Practice and Theory, 41(1), 23-49. https://doi.org/10.7459/ept/41.1.03; Putwain, D. W. (2019). An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance. European Journal of Psychology Education, 34, 341–358. https://doi.org/10.1007/s10212-018-0383-z; Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). 'Sink or swim': Buoyancy and coping in the cognitive test anxiety-academic performance relationship. Educational Psychology, 36(10), 1807–1825. https://doi.org/10.1080/01443410.2015.1066493; Putwain, D. W., Jansen In de Wal, J., & van Alphen, T. (2023). Academic buoyancy: Overcoming test anxiety and setbacks. Journal of Intelligence, 11(3), 1-16. https://doi.org/10.3390/jintelligence11030042; Romera, J. A., & de la Fuente, J. (2021). Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates. Anales de Psicología/Annals of Psychology, 37(2), 276-286. https://doi.org/10.6018/analesps.411131; Santana, J. C., & Eccius-Wellmann, C. (2018). Gender differences in test anxiety in high-stakes English proficiency tests. Electronic Journal of Foreign Language Teaching, 15(1), 100-111.; Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618. https://doi.org/10.1177/1362168815578550; Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40-48. https://doi.org/10.1016/j.lindif.2017.03.001; Thomas, C. L., & Cassady, J. C. (2019). The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety. Psychology in the Schools, 56(10), 1568-1582. https://doi.org/10.1002/pits.22303; Tse, S. K., Lin, L., & Ng, R. H. W. (2022). Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 25(9), 3258-3273. https://doi.org/10.1080/13670050.2022.2049686; Tseng, W.-T., Liu, H., & Nix, J.-M. L. (2017). Self-regulation in language learning: Scale validation and gender effects. Perceptual and Motor Skills, 124(2), 531-548. https://doi.org/10.1177/0031512516684293; von der Embse, N. P., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/10.1016/j.jad.2017.11.048; Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39-49. https://doi.org/10.1016/j.system.2019.01.004; Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 165-84). Elsevier Academic Press. https://doi.org/10.1016/B978-012372545-5/50011-3; Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge; Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2; Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(1), 1-19. https://doi.org/10.1186/s40468-018-0065-4; https://latinjournal.org/index.php/gist/article/view/1706

الاتاحة: https://latinjournal.org/index.php/gist/article/view/1706

المؤلفون: Gamboa Zúñiga, Jafet, Bonilla López , Marisela

المصدر: Revista Educación - Journal of Education; Vol. 48, Num. 1 (2024): Revista Educación (january-june); 1-15 ; Revista Educación; Vol. 48, Núm. 1 (2024): Revista Educación (enero-junio); 1-15 ; Revista de Educación; Vol. 48, Núm. 1 (2024): Revista Educación (enero-junio); 1-15 ; 2215-2644 ; 0379-7082

مصطلحات موضوعية: Perceptions, English as a Foreign Language Learners, EFL, Literature, Electives, Literary Theories, Preferences, Percepciones, Estudiantes de inglés como lengua extranjera, Literatura, Asignaturas optativas, Teorías literarias, Preferencias

وصف الملف: application/pdf

Relation: https://revistas.ucr.ac.cr/index.php/educacion/article/view/56049/58730; https://revistas.ucr.ac.cr/index.php/educacion/article/view/56049

الاتاحة: https://revistas.ucr.ac.cr/index.php/educacion/article/view/56049
https://doi.org/10.15517/revedu.v48i1.56049

المؤلفون: Hidalgo Quilligana, Domenica Isabel

المصدر: Ciencia Latina Revista Científica Multidisciplinar; Vol. 8 Núm. 2 (2024); 4770-4785 ; 2707-2215 ; 2707-2207 ; 10.37811/cl_rcm.v8i2

مصطلحات موضوعية: scaffolding strategies, EFL learners, speaking skills, fluency presentations, estrategias de andamiaje, estudiantes de inglés como lengua extranjera, habilidades para hablar, presentaciones con fluidez

وصف الملف: application/pdf; text/html

Relation: https://ciencialatina.org/index.php/cienciala/article/view/10893/16026; https://ciencialatina.org/index.php/cienciala/article/view/10893/16027; https://ciencialatina.org/index.php/cienciala/article/view/10893

الاتاحة: https://ciencialatina.org/index.php/cienciala/article/view/10893
https://doi.org/10.37811/cl_rcm.v8i2.10893

المؤلفون: Gordón Fiallos , Bryan Alexander

المصدر: Ciencia Latina Revista Científica Multidisciplinar; Vol. 8 Núm. 4 (2024); 89-111 ; 2707-2215 ; 2707-2207 ; 10.37811/cl_rcm.v8i4

مصطلحات موضوعية: estudiantes de inglés como lengua extranjera (ILE), Enfoque basado en el proceso y el género, andamiaje en la instrucción de escritura, habilidades de escritura argumentativa, English as a Foreign Language (EFL) learners, Process-Genre based Approach, Writing Instruction Scaffolding, Argumentative Writing Skills

وصف الملف: application/pdf; text/html

Relation: https://ciencialatina.org/index.php/cienciala/article/view/12150/17667; https://ciencialatina.org/index.php/cienciala/article/view/12150/17668; https://ciencialatina.org/index.php/cienciala/article/view/12150

الاتاحة: https://ciencialatina.org/index.php/cienciala/article/view/12150
https://doi.org/10.37811/cl_rcm.v8i4.12150

المؤلفون: DARIYEMEZ, Tevfik, Yastıbaş, Ahmet Erdost

المصدر: GIST – Education and Learning Research Journal; Vol. 26 (2023): GiST Education and Learning Research Journal, No 26 ; GIST – Education and Learning Research Journal; v. 26 (2023): GiST Education and Learning Research Journal, No 26 ; 2248-8391 ; 1692-5777

مصطلحات موضوعية: Willingness to communicate, online English language lessons, EFL students, suggestions to maintain willingness to communicate, Voluntad de comunicarse, lecciones de inglés en línea, estudiantes de inglés como lengua extranjera, sugerencias para mantener la disposición de comunicarse

وصف الملف: application/pdf

Relation: https://latinjournal.org/index.php/gist/article/view/1615/1382; Aomr, J. A. W., Seng, G. H., & Kapol, N. (2020). Relationship between willingness to communicate in English and classroom environment among Libyan EFL learners. Universal Journal of Educational Research, 8(2), 605-610.; Basöz, T., & Erten, I. H. (2018). Investigating tertiary level EFL learners' willingness to communicate in English. English Language Teaching, 11(3), 78-87.; Brod, C. (1984). Technostress: The human cost of the computer revolution. Basic Books.; Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479.; Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523-535.; Isma, A., & Baharuddin, A. F. (2022). Exploring students’ willingness to communicate (WTC) in Indonesian EFL classroom. Proceedings of English Linguistics and Literature, 3, 78-85.; Kamdideh, Z., & Barjesteh, H. (2019). The effect of extended wait-time on promoting Iranian EFL learners' willingness to communicate. International Journal of Instruction, 12(3), 183-200.; Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.; Kaufmann, R., & Tatum, N. T. (2018). Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk. Distance Education, 39(3), 373-389.; Kruk, M. (2019). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Computer Assisted Language Learning, 35(1-2), 190-216.; Kruk, M. (2021). Changes in self-perceived willingness to communicate during visits to Second Life: a case study. The Language Learning Journal, 49(2), 240-250.; Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73.; Lee, J. S., & Liu, L. (2022). Dynamicity of EFL learners’ willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 1-19.; Ma, X., Wannaruk, A., & Lei, Z. (2019). Exploring the relationship between learning motivation and L2 WTC in an EFL classroom among Thai EFL learners. English Language Teaching, 12(7), 33-45.; MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.; MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161-171.; Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1), 1-15.; Punyaporn, P., & Soontornwipast, K. (2022). An exploration of students' willingness to communicate in Thai EFL online classroom. Arab World English Journal (AWEJ) Special Call on CALL, 8, 70-87.; Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109.; Tan, K. E., & Phairot, E. (2018). Willingness to communicate among Thai EFL students: Does English proficiency matter?. Journal of Asia TEFL, 15(3), 590-602.; Shao, Q., & Gao, X. A. (2016). Reticence and willingness to communicate (WTC) of East Asian language learners. System, 63, 115-120.; Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.; Zhang, J., Beckmann, N., & Beckmann, J. F. (2022). One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom. Language Teaching Research, 26(3), 504-529.; https://latinjournal.org/index.php/gist/article/view/1615

الاتاحة: https://latinjournal.org/index.php/gist/article/view/1615

المؤلفون: Flores Flores, María Gracia, Argudo Garzón, Antonio Lenin

المصدر: Runas. Journal of Education and Culture; Vol. 4 Núm. 7 (2023): Número regular 7; e23099 ; Runas. Journal of Education and Culture; Vol. 4 No. 7 (2023): Regular Issue 7; e23099 ; Runas. Journal of Education and Culture; v. 4 n. 7 (2023): Número regular 7; e23099 ; 2737-6230

مصطلحات موضوعية: Aprendizagem on-line, COVID-19, Inglês como língua estrangeira, Aprendizaje en línea, Estudiantes de inglés como lengua extranjera, Online learning, EFL students

وصف الملف: application/pdf; application/epub+zip

Relation: https://runas.religacion.com/index.php/about/article/view/99/145; https://runas.religacion.com/index.php/about/article/view/99/146; https://runas.religacion.com/index.php/about/article/view/99

الاتاحة: https://runas.religacion.com/index.php/about/article/view/99
https://doi.org/10.46652/runas.v4i7.99

المؤلفون: Esponda Pérez, Jorge Alberto, Zea Gordillo , Reyna Esperanza, Marroquín Figueroa, Julia María

المصدر: Ciencia Latina Revista Científica Multidisciplinar; Vol. 7 Núm. 1 (2023); 9010-9033 ; 2707-2215 ; 2707-2207 ; 10.37811/cl_rcm.v7i1

مصطلحات موضوعية: lectura de pantalla, ludificación, lectura de libros de cuentos digitalizados, lectura tradicional, estudiantes de inglés como lengua extranjera, screen reading, gamification, digitized storybook readin, traditional reading, EFL students

وصف الملف: application/pdf; text/html

Relation: https://ciencialatina.org/index.php/cienciala/article/view/5035/7636; https://ciencialatina.org/index.php/cienciala/article/view/5035/7637; https://ciencialatina.org/index.php/cienciala/article/view/5035

الاتاحة: https://ciencialatina.org/index.php/cienciala/article/view/5035
https://doi.org/10.37811/cl_rcm.v7i1.5035

المؤلفون: Sanabria, Lorena

المصدر: Ingenio Libre; Vol. 10 Núm. 20 (2022): Revista Ingenio Libre; 263-279 ; 2322-8415 ; 1692-0767

مصطلحات موضوعية: Inteligencia emocional, Estrategias de inglés como lengua extranjera, Educación inclusiva, Educación para todos, Depresión, Motivación para estudiantes de inglés como lengua extranjera, Emotional intelligence, EFL strategies, Inclusive education, Education for all, Depression, Motivation for EFL students

وصف الملف: application/pdf

Relation: https://revistas.unilibre.edu.co/index.php/inge_libre/article/view/9576/8628; https://revistas.unilibre.edu.co/index.php/inge_libre/article/view/9576

الاتاحة: https://revistas.unilibre.edu.co/index.php/inge_libre/article/view/9576

المؤلفون: Loría Sánchez, Gloriana, Bonilla López, Marisela

المصدر: Revista de Lenguas Modernas, (35), pp.117-140.

مصطلحات موضوعية: Career paths, Job market, Orientation services, EFL students, Trayectoria profesional, Mercado laboral, Servicios de orientación, Estudiantes de inglés como lengua extranjera

وصف الملف: application/pdf

Relation: https://revistas.ucr.ac.cr/index.php/rlm/article/view/47165; https://hdl.handle.net/10669/87940

الاتاحة: https://hdl.handle.net/10669/87940
https://revistas.ucr.ac.cr/index.php/rlm/article/view/47165
https://doi.org/10.15517/rlm.v0i35.47165

المؤلفون: Öztürk, Gökhan, Şahin, Murat Doğan, Ölmezer Öztürk, Elçin, Elmas, Belgin

المصدر: Educación XX1; Vol. 25 No. 2 (2022); 337-361 ; Educación XX1; Vol. 25 Núm. 2 (2022); 337-361 ; 2174-5374 ; 1139-613X ; 10.5944/educxx1.25.2

مصطلحات موضوعية: foreign language anxiety, skill-based anxieties, EFL learners, FLCAS, ansiedad por lenguas extranjeras, ansiedades basadas en habilidades, estudiantes de inglés como lengua extranjera

وصف الملف: application/pdf; text/html; application/epub+zip

Relation: https://revistas.uned.es/index.php/educacionXX1/article/view/30453/25465; https://revistas.uned.es/index.php/educacionXX1/article/view/30453/26657; https://revistas.uned.es/index.php/educacionXX1/article/view/30453/26658; https://revistas.uned.es/index.php/educacionXX1/article/view/30453

الاتاحة: https://revistas.uned.es/index.php/educacionXX1/article/view/30453
https://doi.org/10.5944/educxx1.30453

المؤلفون: Hidalgo Quilligana, Domenica Isabel

المصدر: Ciencia Latina: Revista Multidisciplinar, ISSN 2707-2207, Vol. 8, Nº. 2, 2024, pags. 4770-4785

مصطلحات موضوعية: scaffolding strategies, EFL learners, speaking skills, fluency presentations, estrategias de andamiaje, estudiantes de inglés como lengua extranjera, habilidades para hablar, presentaciones con fluidez

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=9503004; (Revista) ISSN 2707-2215; (Revista) ISSN 2707-2207

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=9503004

المؤلفون: Ölmezer Öztürk, Elçi̇n, Öztürk, Gökhan

مصطلحات موضوعية: Foreign language speaking anxiety, EFL learners, Presentations, Feedback, Ansiedad por hablar un idioma extranjero, Estudiantes de inglés como lengua extranjera, Presentaciones, Retroalimentación

Relation: Ölmezer Öztürk, Elçi̇n; Öztürk, Gökhan. Reducing Speaking Anxiety in EFL Classrooms: An Explanatory Mixed-Methods Study. Porta Linguarum 36, junio 2021, 249-261. [DOI:10.30827/portalin.v0i36.18018]; http://hdl.handle.net/10481/69840

الاتاحة: http://hdl.handle.net/10481/69840
https://doi.org/10.30827/portalin.v0i36.18018

المؤلفون: Ahmadpour, Sahar, Asadollahfam, Hassan, Kuhi, Davud

المصدر: Revista EntreLinguas; (2021) v. 7, n. esp. 4, 2021 - A pesquisa em letras e linguística russa; e021095 ; 2447-3529 ; 10.29051/el.v7iesp.4

مصطلحات موضوعية: Self-regulation learning, Transformative approach, EFL learners, Speaking, Aprendizaje de autorregulación, Enfoque transformador, Estudiantes de inglés como lengua extranjera, Expresión oral, Aprendizagem de autorregulação, Abordagem transformativa, Fala, Alunos de ILE

وصف الملف: application/pdf; text/html

Relation: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652/13470; https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652/11708; https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652/13471; https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652

الاتاحة: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652

المؤلفون: Tabrizi, Seyed Javad Roudehchi, Goldouz, Samar, Badr, Bahram Hadad

المصدر: Práxis Educacional; v. 16 n. 37 (2020): Edição Especial; 277-292 ; Práxis Educacional; Vol. 16 Núm. 37 (2020): Edição Especial; 277-292 ; Práxis Educacional; Vol. 16 No. 37 (2020): Edição Especial; 277-292 ; 2178-2679 ; 1809-0249

مصطلحات موضوعية: Tarefa convergente, Tarefa divergente, Desempenho de fala, Alunos de EFL, Tarea convergente, Tarea divergente, Rendimiento oral, Estudiantes de inglés como lengua extranjera, Convergent task, Divergent task, Speaking performance, EFL learners

وصف الملف: application/pdf

Relation: https://periodicos2.uesb.br/index.php/praxis/article/view/6170/4592; https://periodicos2.uesb.br/index.php/praxis/article/view/6170

الاتاحة: https://periodicos2.uesb.br/index.php/praxis/article/view/6170

المؤلفون: Dae-Min, Kang

مصطلحات موضوعية: Learner identity construction, EFL learners, L2 slang use, L2 slang learning, Construcción de identidad del alumnado, Estudiantes de inglés como lengua extranjera, Argot en la L2, Aprendizaje del argot

وصف الملف: application/pdf

Relation: Dae-Min, Kang. ‘Wicked’ use of English slang in relation to identity development in an elementary EFL classroom. Porta Linguarum, 31: 75-95 (2019). [http://hdl.handle.net/10481/58510]; http://hdl.handle.net/10481/58510

الاتاحة: http://hdl.handle.net/10481/58510

المؤلفون: Borsipour, Behnoosh, Pishghadam, Reza, Naji Meidani, Elham

مصطلحات موضوعية: Sensory emotions, Willingness to read, Text, Topic, EFL learners, Emociones sensoriales, Disposición a leer, Textos, Temas, Estudiantes de inglés como lengua extranjera

Relation: Borsipour, B., Pishghadam, R., & Meidani, E. N. (2019). The Role of Sensory Emotions in Increasing Willingness to Read in EFL Learners. Publicaciones, 49(2), 169–189. doi:10.30827/publicaciones.v49i2.8094. [http://hdl.handle.net/10481/60884]; http://hdl.handle.net/10481/60884

الاتاحة: http://hdl.handle.net/10481/60884
https://doi.org/10.30827/publicaciones.v49i2.8094

المؤلفون: Cortés-Rozo, Erika Johana, Suárez-Vergara, Daniela Andrea, Castañeda-Trujillo, Jairo Enrique

المصدر: Profile: Issues in Teachers' Professional Development; Vol. 21 No. 2: July-December, 2019; 129-141 ; Profile: Issues in Teachers' Professional Development; Vol. 21 Núm. 2: Julio-diciembre, 2019; 129-141 ; PROFILE Issues in Teachers' Professional Development; v. 21 n. 2: Julio-diciembre, 2019; 129-141 ; 2256-5760 ; 1657-0790

مصطلحات موضوعية: English as a foreign language students, context representation, critical pedagogy, songs in English, canciones en inglés, estudiantes de inglés como lengua extranjera, pedagogía crítica, representación del contexto

وصف الملف: application/pdf; application/xml

Relation: https://revistas.unal.edu.co/index.php/profile/article/view/77731/71641; https://revistas.unal.edu.co/index.php/profile/article/view/77731/71642; https://revistas.unal.edu.co/index.php/profile/article/view/77731

الاتاحة: https://revistas.unal.edu.co/index.php/profile/article/view/77731

المؤلفون: Rastislav Metruk.

المصدر: Dilemas contemporáneos: Educación, Política y Valores; Año VI, Publicación #3, Mayo 2019 ; Dilemas contemporáneos: Educación, Política y Valores; Year VI, Publication no.3, May 2019 ; 2007-7890

مصطلحات موضوعية: MALL (mobile-assisted language learning), mobile technologies, smartphones, EFL learners, higher education, MALL (aprendizaje de idiomas asistido por el celular), tecnologías móviles, teléfonos inteligentes, estudiantes de inglés como lengua extranjera, educación superior

وصف الملف: application/pdf

Relation: https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/1835/1954; https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/1835

الاتاحة: https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/1835

المؤلفون: DARIYEMEZ, Tevfik, YASTIBAŞ, Ahmet Erdost

المصدر: Gist: Education and Learning Research Journal, ISSN 1692-5777, Nº. 26, 2023

مصطلحات موضوعية: Willingness to communicate, online English language lessons, EFL students, suggestions to maintain willingness to communicate, Voluntad de comunicarse, lecciones de inglés en línea, estudiantes de inglés como lengua extranjera, sugerencias para mantener la disposición de comunicarse

وصف الملف: application/pdf

Relation: https://dialnet.unirioja.es/servlet/oaiart?codigo=9519270; (Revista) ISSN 1692-5777

الاتاحة: https://dialnet.unirioja.es/servlet/oaiart?codigo=9519270