cornucopia
发表于 2025-3-26 21:33:13
https://doi.org/10.1007/978-94-010-1840-1es in this process in an early language learning context. We aimed at exploring how language learning aptitude, motivation, attitudes, the use of listening strategies, beliefs about language learning and listening anxiety as decisive variables of individual differences (Dörnyei, AILA Rev 19:42–68, 2
thyroid-hormone
发表于 2025-3-27 03:06:33
https://doi.org/10.1007/978-94-010-1840-1s subjectivity and lack of accuracy. Such concerns, however, originated from the traditional, measurement-based notion of assessment (assessment . learning) rather than the learning-based notion of assessment (assessment . learning). In addition, existing research on SA in second/foreign language ed
Introduction
发表于 2025-3-27 08:38:12
Dennis R. Heldman,R. Paul Singh goals. Thus, the purpose of this study is to investigate how two forms of alternative assessment, peer and self-assessment, can be implemented to evaluate young EFL learners’ oral presentations and how the students perceive this experience. The study was conducted with 69 sixth graders (age 12) in
inquisitive
发表于 2025-3-27 12:02:43
1572-0292 ke over time?.Empirical studies on test design, development,.This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. It covers three main areas: age-appropriate ‘can do st
Ingredient
发表于 2025-3-27 17:41:27
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MAL
发表于 2025-3-27 19:45:18
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编辑才信任
发表于 2025-3-28 00:40:54
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水獭
发表于 2025-3-28 02:13:39
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consent
发表于 2025-3-28 09:36:13
Carlos Martins-Filho,Maximo Torero pen-and-paper format, the result was a child-friendly and attractive assessment. It emphasised authentic language and the type of communication children might expect to meet in everyday situations. It was hoped to encourage exposure to longer stretches of text.
HARP
发表于 2025-3-28 13:52:10
https://doi.org/10.1007/978-3-319-28201-5roups had high achievers; however, students’ performances showed moderate decline as the grade went higher; (4) In-depth interviews with teachers revealed that students and teachers were more motivated in the Oxford English group. The test scores also indicate that this group performed better than the PEP English group.