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108 ta ish

Ish: Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

  1. Mind in Society: The Development of Higher Psychological Processes

    L. S. Vygotsky

    KitobOchiq kirish197840 iqtibos
    ABI

  2. Language Assessment: Principles and Classroom Practices

    H. Douglas Brown, Priyanvada Abeywickrama

    Kitob200315 iqtibos
    ABI

  3. Second Language Acquisition and Second Language Learning

    Elizabeth B. Bernhardt, Stephen Krashen

    Maqola19894 iqtibos
    ABI

  4. Critical Thinking: What It Is and Why It Counts

    Peter A. Facione

    Maqola20114 iqtibos
    ABI

  5. Autonomy and Independence in Language Learning

    Phil Benson, Peter Voller

    Kitob20143 iqtibos
    ABI

  6. Dynamic assessment in the classroom: Vygotskian praxis for second language development

    James P. Lantolf, Matthew E. Poehner

    Maqola20103 iqtibos
    ABI

  7. Second language acquisition and second language learning

    Fritz Sang

    Maqola19833 iqtibos
    ABI

  8. Sarlavhasiz

    Boshqa3 iqtibos
    ABI

  9. Sarlavhasiz

    Boshqa3 iqtibos
    ABI

  10. Sarlavhasiz

    Boshqa2 iqtibos
    ABI

  11. The effects of mediation in computer assisted dynamic assessment

    David Tzuriel, A. Shamir

    Maqola20022 iqtibos
    ABI

  12. Classroom Assessment: What Teachers Need to Know

    W. James Popham

    Kitob19952 iqtibos
    ABI

  13. An Experimental Study on Situated and Dynamic Learning Assessment (SDLA) Environment

    Zeng-Han Lee

    DissertatsiyaOchiq kirish20102 iqtibos
    ABI

  14. Comprehension of conversational implicature in L2 Chinese

    Naoko Taguchi, Шуай Ли, Yan Liu

    Maqola20132 iqtibos
    ABI

  15. Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA)

    Matthew E. Poehner, James P. Lantolf

    Maqola20132 iqtibos
    ABI

  16. International Journal of English Language & Translation Studies

    Gabriel B. Egbe

    Maqola20142 iqtibos
    ABI

  17. The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills

    Saman Ebadi, Abdulbaset Saeedian

    MaqolaOchiq kirish20152 iqtibos
    ABI

  18. An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency

    Mohammad Ahmadi Safa, Shadi Donyaie, Reza Mohammadi

    MaqolaOchiq kirish20152 iqtibos
    ABI

  19. The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development

    Ali Zangoei, Gholamreza Zareian, Seyyed Mohammad Reza Adel +1

    MaqolaOchiq kirish20192 iqtibos
    ABI

  20. Pragmatics in technology-mediated contexts

    Marta González Lloret

    Maqola20182 iqtibos
    ABI

  21. Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

    Sahbi Hidri, Leila Fekri Pileh Roud

    Sharh maqolaOchiq kirish20202 iqtibos
    ABI

  22. Learning second language pragmatics beyond traditional contexts

    Sánchez-Hernández, Ariadna, Herraiz-Martínez, Ana

    KitobOchiq kirish20182 iqtibos
    ABI

  23. The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed

    Ali Malmir

    MaqolaOchiq kirish20202 iqtibos
    ABI

  24. The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

    Behnoosh Heshmat Ghahderijani, Ehsan Namaziandost, Mona Tavakoli +2

    MaqolaOchiq kirish20212 iqtibos
    ABI

  25. Sarlavhasiz

    Boshqa2 iqtibos
    ABI