Thematische Bibliographien / Oral and writing proficiency

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Oral and writing proficiency“

Autor: Grafiati
Veröffentlicht am 1. Juli 2021
Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "Oral and writing proficiency"

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Kozulin, Alex, und Tziona Levi. „EFL Learning Potential: General or Modular?“ Journal of Cognitive Education and Psychology 17, Nr. 1 (Dezember 2018): 16–27. http://dx.doi.org/10.1891/1945-8959.17.1.16.

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Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results indicate that the correlations between oral LP scores and both reading (r = .42) and writing (r = .45) are significant and much stronger than the correlations with the static oral pretest. Oral LP appears to be general enough to predict students’ subsequent reading and writing achievements.
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Miralpeix, Imma, und Carmen Muñoz. „Receptive vocabulary size and its relationship to EFL language skills“. International Review of Applied Linguistics in Language Teaching 56, Nr. 1 (23.02.2018): 1–24. http://dx.doi.org/10.1515/iral-2017-0016.

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AbstractThis study analyses the relationship between receptive vocabulary size in upper-intermediate/advanced learners and EFL proficiency and the skills of reading, writing, listening and speaking. Little research has been conducted on this dimension of lexical knowledge and the four skills (Staehr, 2008; Milton et al., 2010), in spite of the fact that previous studies of separate language skills have highlighted the importance of vocabulary size for language proficiency development. A sample of 42 participants was assessed by means of a receptive vocabulary size test on ten word-frequency levels (1k to 10k), and on both receptive and productive skills (oral and written). Results reveal that vocabulary size explains language proficiency to a large extent, even in learners with vocabularies of more than 5,000 words, though its influence on performance is not as strong as in learners with smaller vocabularies. At a high proficiency level, vocabulary size is closely linked to writing and is moderately correlated with reading, speaking and listening. The findings help to provide a more complete picture than earlier research by including more proficient learners in EFL settings.
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Xiao, Feng, Naoko Taguchi und Shuai Li. „EFFECTS OF PROFICIENCY SUBSKILLS ON PRAGMATIC DEVELOPMENT IN L2 CHINESE STUDY ABROAD“. Studies in Second Language Acquisition 41, Nr. 2 (22.05.2018): 469–83. http://dx.doi.org/10.1017/s0272263118000128.

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AbstractThis study is the first to examine contributions of proficiency subskills to pragmatic development. We used the latent growth curve modeling to reveal the causal relationships between proficiency subskills and pragmatic competence in 109 American learners of Chinese across two data points over three months abroad in China. Proficiency was measured by a standardized Chinese proficiency test with separate scores for listening, speaking, reading, and writing. Pragmatic competence was measured by a computerized oral discourse completion task assessing speech acts. Findings showed that pragmatic competence accrued along with increased proficiency. Changes of proficiency explained 54.1% of the variance in changes of pragmatic competence. Listening and speaking contributed more to pragmatic development than reading and writing did, indicating that when pragmatic competence is measured by an online spoken task, speaking and listening have stronger impacts.
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Verhoeven, Ludo. „Mondelinge En Schriftelijke Vaardigheid In Het Nederlands Als Eerste En Tweede Taal“. Lezen en luisteren in moedertaal en vreemde taal 43 (01.01.1992): 66–77. http://dx.doi.org/10.1075/ttwia.43.07ver.

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In the present study a detailed analysis was made of the oral and written language skills of 60 native Dutch and 120 non-native third and fourth grade students at Dutch primary schools. First of all, the achievement on a variety of oral language and reading and writing tasks were examined as a function of ethnic group and grade level. In addition, a principal component analysis was conducted on the test scores in the two groups of children. Finally, the prediction of reading comprehension achievement in terms of oral language and decoding skills in the two groups was determined. The results showed that the non-native children leave behind their native Dutch peers on most language tasks administered. Especially on vocabulary measures and reading comprehension tests the second language students attain relatively poor achievements. With children's progression of grade the differences between first and second learners tend to diverge rather than converge. With respect to principal component analysis it was found that four factors underlie the language proficiency in either group: oral proficiency, reading comprehension, decoding efficiency and writing ability. To a large entent the children's achievement in reading comprehension in both groups could be explained in terms of their oral proficiency and decoding efficiency. However, for the second language learners the level of reading comprehension ability turned out to be relatively more dependent on their oral proficiency level in Dutch.
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Polio, Charlene G. „SECOND LANGUAGE DEVELOPMENT IN WRITING: MEASURES OF FLUENCY, ACCURACY, AND COMPLEXITY. Kate Wolfe-Quintero, Shunji Inagaki, and Hae-Young Kim. Honolulu: University of Hawai‘i Press, 1998. Pp. viii + 187. $20.00 paper.“ Studies in Second Language Acquisition 23, Nr. 3 (September 2001): 423–25. http://dx.doi.org/10.1017/s0272263101263050.

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Second language development in writing: Measures of fluency, accuracy, and complexity is a technical report that reviews 39 studies examining measures of writing development. It is a comprehensive, lucid, and carefully researched piece of work analyzing an untidy body of literature. This volume is essential reading for anyone doing quantitative research in L2 writing. The studies included in this review are those that have attempted to correlate potential linguistic measures of writing development with writing proficiency, not simply studies that have used the various measures as dependent variables to examine the effects of some instructional treatment. Complicating the picture is the fact that indicators of writing proficiency are varied, as is the case with indicators of oral proficiency (Thomas, 1994). Each of these indicators, including standardized tests, levels in various language programs, and holistic measures, has its own set of problems. For example, of the 16 studies using holistic scales, only half reported interrater or intrarater reliability.
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Budiharso, Teguh. „The Oral Language Proficiency of Indonesian English Teachers“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, Nr. 1 (15.11.2019): 177. http://dx.doi.org/10.21093/ijeltal.v4i1.436.

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This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence
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Shany, Michal, Esther Geva und Liat Melech-Feder. „Emergent literacy in children of immigrants coming from a primarily oral literacy culture“. Written Language and Literacy 13, Nr. 1 (04.03.2010): 24–60. http://dx.doi.org/10.1075/wll.13.1.02sha.

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This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.
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Yi, Du. „The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing“. Studies in English Language Teaching 9, Nr. 3 (26.06.2021): p69. http://dx.doi.org/10.22158/selt.v9n3p69.

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This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.
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Lin, Nina, Marina Chung, Hong Zeng, Youping Zhang und Chaofen Sun. „Integrating National Standards in the curricular development, implementation, and student outcomes of a post-secondary Chinese language program“. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, Nr. 1 (19.10.2018): 41–74. http://dx.doi.org/10.1075/csl.17009.lin.

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Abstract This paper chronicles the development of a post-secondary Chinese program after the establishment of the Language Center at Stanford University in 1995. It outlines a continuous process of curriculum development aiming to be consistent with the National Standards for Foreign Language Learning (ACTFL, 2006) and World-Readiness Standards for Learning Languages (ACTFL, 2014). It also describes assessment programs implemented to obtain data on students’ oral and writing proficiency levels at the end of 150 hours of instruction (completion of first-year Chinese) and at the end of 300 hours of instruction (completion of second-year Chinese). Because Chinese is a non-cognate language to English, students’ achieving ACTFL proficiency levels of Intermediate Low in oral and writing proficiency at the end of their first year and achieving Intermediate Mid and higher at the end of their second year indicates the program’s successful curricular design and implementation. This paper outlines the main factors contributing to this success.
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Goundar, Prashneel Ravisan. „Bridging the Gap for English Language Testing Study in Fiji: Proposing an Evaluation of the Writing Proficiency Level of Pre-first Year and Post-first Year Undergraduate Students“. Journal of Language Teaching and Research 11, Nr. 3 (01.05.2020): 351. http://dx.doi.org/10.17507/jltr.1103.02.

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Language testing is a complex field of study as there are various factors that need to be taken into account when preparing and assessing the students’ language proficiency. However, it plays a pivotal role in society. With the results of language tests used for immigration purposes, university entrance qualifications as well as employment opportunities. Scholars attest that it is obligatory for language teachers to constantly ‘assess their students’ oral and written performances’, and the Common European Framework of Reference for Language (CEFR) offers a variety of oral and writing scales which provide the ‘opportunity for a common standard’. This paper argues the significant gaps that are yet to be address in a language testing research and highlights why a study needs to be conducted in Fiji with the university students. The article discusses applying a quantitative methodology thus, a longitudinal research design to conduct a language testing study on writing proficiency levels of undergraduate students; compare the writing proficiency levels of pre-first year and post-first year university students by using academic essay tests of the same cohort; and finally determine undergraduate students’ progress (or lack of) in written English over the course of their program.
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Dissertationen zum Thema "Oral and writing proficiency"

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Aychan, Ibrahim. „Extramural English Activities in the Swedish ESL Classroom“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44391.

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This literature review explores the use of Extramural English in the classroom and its effects on students’ language acquisition. Through a systematic analysis of different studies on EE activities such as video games, the Internet, gaming, and other activities, this paper will investigate the possible positive or negative effects of EE activities on students’ performance. The results of this literature review show that students who are more exposed to EE activities have a better result with regard to the acquisition of English than their peers because the language of communication in Extramural activities is mainly English.  The results also show that by incorporating EE in the classroom, teachers will be able to define the student’s strengths and weaknesses through eliciting the learning evidence when learning English as a second language.
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Fingerson, Andrea J. „Proficiency“. CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/51.

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As a child of God I know that every single human being was created by a loving Heavenly Father and that each of us has a purpose to fulfill during our lifetime. Part of my individual purpose is to share myself and my testimony of the gospel with others through the medium of the written word. My life, like yours, is a unique composition that requires a consistent and mindful application of agency to direct and edit its progress. I have made use of my agency as I have maneuvered the many conflicts and plot twists that I have faced during my lifetime. Learning about and embracing the importance of creative writing in my life is the result of the choices I have made along the way. As you read this work, this statement of purpose, you will learn about the moments in my life that have led me to this page. They have included trials, celebrations, and resolutions that have redirected my journey until I reached this chapter of my life to became the person I am today: a daughter of God, a daughter of man, a sister, an aunt, a teacher, and, most recently, a writer.
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Youngquist, Sandra A. „The impact of electronic writing proficiency on student writing performance /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.

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Taylor, Victoria Hyrka. „Student assessment of writing quality as a predictor of writing proficiency“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185192.

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As a writing placement measure, holistic scoring represents a breakthrough for compositionists and a welcome alternative to more traditional assessments--particularly standardized tests. However, reliability scores from direct measures are inconsistent; and, except for face validity, other types of validity have not been conclusively established. Furthermore, although writing instructions and writing assessment are inextricably related, testing and placing students in composition courses is still chiefly entrusted to administrators and test specialists. As such, the dual tasks are diverted from what should be the instructors' domain, constituting a threat to the empowerment of teachers as competent professionals. The Projective English Placement Instrument (PEPI) was created as part of the effort toward developing assessment tools that are cost-effective, reliable, valid, and that reflect classroom instruction. The PEPI is a 30-item, peer review instrument with a modified holistic/analytic scale which involves the students in identifying and evaluating characteristics that comprise writing quality. A total of 151 entering Freshman English students participated in this study to evaluate the effectiveness of the PEPI. Results indicate that the PEPI is a reliable, valid, accurate, and cost-effective measure of writing proficiency and placement. As a viable option to more conventional but less pedagogically sound methods of testing, such results invite inquiry and application for administrators, instructors, and researchers alike.
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Norton, Julie Elizabeth. „The English oral proficiency of Japanese learners“. Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624461.

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Paramo, Deena M. „Exploring indicators of writing proficiency in beginning writers /“. view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232418321&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 63-71). Also available for download via the World Wide Web; free to University of Oregon users.
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Mota, Filho Antonio. „Text structure and brazilian university student's writing proficiency“. reponame:Repositório Institucional da UFSC, 1989. https://repositorio.ufsc.br/xmlui/handle/123456789/157596.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T16:24:50Z (GMT). No. of bitstreams: 1 79187.pdf: 2947212 bytes, checksum: 7538e89c2f805069675390db75fccb0a (MD5) Previous issue date: 1989
Pesquisas empíricas têm demonstrado a importância da organização retórica na compreensão e produção de textos expositivos (ou narrativos). A idéia básica é que a organização retórica subjacente a um dado texto interage com o esquema formal do leitor (seu conhecimento prévio e sua experiência com organização retórica) influenciando na compreensão e produção de textos.
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Samuelfolk, Hugues. „The promotion of Swedish L2 students’ oral proficiency“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72842.

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The purpose of this study has been to examine how Swedish teachers of English encourage the development of students’ oral proficiency in the English language. By interviewing six Swedish teachers of English at upper secondary school, the study addresses which methods are mostly used by the teachers in order to encourage the improvement of students’ oral proficiency. The results of the study indicate that all the teachers tried in different manners to encourage students’ self-confidence, which would help them develop their oral proficiency. Furthermore, it was possible to conclude that the teachers shared the notion that insecurity is detrimental to the development of students’ oral proficiency. Another method that was used by the teachers was allowing students to work in either pair or groups. Even though most teachers used this method, they did point out different things that were important to think about in terms of group work. For the teachers, it was important that the students had fun during oral exercises, and thus, most teachers used different games when conducting oral activities in order to inspire a more relaxed or comfortable environment. The last concept that the teachers talked about was the usage of the target language in the classroom. Here the teachers’ ideas were not in alignment with each other. Some thought that it was good to force the students to use the target language throughout the lessons when communicating, whereas others only believed that students had to communicate orally in the target language during speaking activities. If students were insecure, it did not, according to these teachers, help the students to force them to speak English throughout the lessons. Most of the concepts that were introduced by the teachers were similar to those found in previous studies on Swedish teachers of English. Furthermore, the results of this paper could also be tied to previous research concerning oral development for L2 learners.
Syftet med denna studie har varit att studera hur svenska engelskalärare främjar utvecklingen av elevers muntliga färdigheter i engelska. Genom att intervjua sex svenska engelskalärare på gymnasieskolan undersöker studien vilka metoder som används mest av lärarna för att utveckla elevernas muntliga färdigheter. Resultaten av studien visar att de flesta lärare som intervjuades på olika sätt uppmuntrar elevernas självförtroende, vilket i sin tur hjälper dem att utveckla deras muntliga färdighet. Tanken om att osäkerhet är skadligt för elevers utveckling av muntlig färdighet delades av alla lärare som intervjuades. En annan metod som användes av lärarna var att tillåta elever att arbeta i par eller grupper. Även om de flesta lärare använde den här metoden pekade de på olika saker som var viktiga att tänka på när det gällde grupp- och pararbeten. Nästa metod som lärarna använde berörde inspirerandet av en mer avslappnad eller bekväm miljö som möjliggör utvecklingen av elevers muntliga färdigheter. För lärarna var det viktigt att eleverna hade kul under muntliga övningar, och sålunda använde de flesta lärare olika spel när de utförde muntliga aktiviteter. Det sista konceptet som lärarna talade om var användningen av målspråket i klassrummet. Här var lärarens idéer inte i linje med varandra. Vissa trodde att det var bra att tvinga eleverna att använda målspråket under hela lektionen medan andra inte trodde det hjälpte elevernas utveckling av sitt muntliga språk. Om en student var osäker, hjälpte det inte, enligt dessa lärare, att tvinga studenten att tala engelska under lektionerna. De påpekade dock att eleverna var tvungna att under talaktiviteter och muntliga presentationer interagera på målspråket. De flesta av de koncept som lärarna introducerade liknade dem som hittades i tidigare studier om svenska engelskalärare. Dessutom kan resultaten av denna uppsats kopplas till tidigare forskning kring oral development for L2 learners.
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Marks, Lori J. „Fundamentals in the Sentence Writing Strategy and Proficiency in the Sentence Writing Strategy“. Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3585.

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Marks, Lori J. „Fundamentals in the Sentence Writing Strategy and Proficiency in the Sentence Writing Strategy“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3678.

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Bücher zum Thema "Oral and writing proficiency"

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Conversational Latin for oral proficiency. Wauconda, IL: Bolchazy-Carducci Publishers, 1996.

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Conversational Latin for oral proficiency. 2. Aufl. Wauconda, Ill: Bolchazy-Carducci Publishers, 1997.

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Interviewer variability in oral proficiency interviews. Frankfurt am Main: P. Lang, 2006.

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Csépes, Ildikó. Measuring oral proficiency through paired-task performance. Frankfurt am Main: Peter Lang, 2009.

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Csépes, Ildikó. Measuring oral proficiency through paired-task performance. Frankfurt am Main: Peter Lang, 2009.

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Re, Edward Domenic. Brief writing & oral argument. 7. Aufl. [Dobbs Ferry, N.Y.]: Oceana Publications, 1993.

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Re, Edward Domenic. Brief writing & oral argument. 9. Aufl. Dobbs Ferry, NY: Oceana Publications, 2005.

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Re, Edward Domenic. Brief writing & oral argument. 8. Aufl. [Dobbs Ferry, N.Y.?]: Oceana Publications, 1999.

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Oudot, Simone. Conversational French: A functional approach to building oral proficiency. Lincolnwood, Ill: National Textbook Co., 1988.

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Traupman, John C. Conversational Latin for oral proficiency: Phrase book and dictionary. 3. Aufl. Wauconda, Ill: Bolchazy-Carducci Publishers, 2003.

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Buchteile zum Thema "Oral and writing proficiency"

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Millard, Benjamin, und Deryle Lonsdale. „French oral proficiency assessment“. In Variation within and across Romance Languages, 401–16. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/cilt.333.26mil.

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Dyer, Patricia M. „What Composition Theory Offers the Writing Teacher“. In Language Proficiency, 99–106. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_11.

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Mills, Carl. „Syntax and the Evaluation of College Writing: A Blind Alley“. In Language Proficiency, 107–19. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_12.

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Hilton, Heather. „2. Oral Fluency and Spoken Proficiency: Considerations for Research and Testing“. In Measuring L2 Proficiency, herausgegeben von Pascale Leclercq, Amanda Edmonds und Heather Hilton, 27–53. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-005.

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Osborne, John. „3. Multiple Assessments of Oral Proficiency: Evidence from a Collaborative Platform“. In Measuring L2 Proficiency, herausgegeben von Pascale Leclercq, Amanda Edmonds und Heather Hilton, 54–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-006.

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Hansen, Lynne, und Joshua Rowe. „A Computerized Test of Oral Proficiency“. In Readings in Second Language Pedagogy and Second Language Acquisition, 75–82. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.08han.

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de Jong, John H. A. L., und Lieneke W. van Ginkel. „15. Dimensions in oral foreign language proficiency“. In The Construct of Language Proficiency, 187. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.62.19jon.

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Blok, Henk, und Kees de Glopper. „8. Large scale writing assessment“. In The Construct of Language Proficiency, 101. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.62.11blo.

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McManus, Kevin, Nicole Tracy-Ventura, Rosamond Mitchell, Laurence Richard und Patricia Romero de Mills. „9. Exploring the Acquisition of the French Subjunctive: Local Syntactic Context or Oral Proficiency?“ In Measuring L2 Proficiency, herausgegeben von Pascale Leclercq, Amanda Edmonds und Heather Hilton, 167–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-012.

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Dombrowski, Stefan C. „Oral Reporting“. In Psychoeducational Assessment and Report Writing, 539–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_21.

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Konferenzberichte zum Thema "Oral and writing proficiency"

1

Lu, Zhihong, und Yanfei Wang. „Effects of summary writing on oral proficiency performance within a computer-based test for integrated listening-speaking tasks“. In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000220.

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Wet, Febe de, Christa van der Walt und Thomas Niesler. „Automatic large-scale oral language proficiency assessment“. In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-90.

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Leis, Adrian, und Matthew Wilson. „OLFACTORY TRAINING AND FOREIGN LANGUAGE WRITING PROFICIENCY“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0538.

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Hord, Sarah, Iris Myers und Christine Stanley. „BUILDING SECOND LANGUAGE ORAL PROFICIENCY USING COMMUNICATIVE COHORTS“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0722.

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Yoon, Su-Youn, und Chong Min Lee. „Content Modeling for Automated Oral Proficiency Scoring System“. In Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4441.

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Chen*, Chen. „Effects of Imitation Writing on Writing Quality of English Majors with Different Proficiency“. In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.049.

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„The Intervention of Teacher’s Written Feedback on Writing Proficiency“. In 4th International Conference on Disciplines in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1016009.

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Cristina Lahuerta, Ana. „Analysis of Syntactic Complexity and L2 Proficiency in Efl Writing“. In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.87.

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Pagkalinawan, Leticia C. „Oral Presentation on VoiceThread: A Collaborative Assessment Strategy in Enhancing Language Proficiency and Oral Communication Practices“. In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.034.

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Bel-Enguix, Gemma, Diana Dueñas Chávez und Arturo Curiel Díaz. „Textual Features Indicative of Writing Proficiency in Elementary School Spanish Documents“. In Proceedings of the 5th Workshop on Natural Language Processing Techniques for Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-3716.

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Berichte der Organisationen zum Thema "Oral and writing proficiency"

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Bienkowski, Sarah C., Milton V. Cahoon, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, Sheila L. Wilcox und Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Oral Proficiency Interview (OPI). Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada634215.

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Kirk, Ann. The effects of oral conferencing and written comments on the writing and revisions of ESL students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5688.

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Goldman, Clifford. A comparison of the articulatory proficiency between stutterers and nonstutterers while in a state of oral sensory deprivation. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2884.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor und Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Annotation:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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