Auswahl der wissenschaftlichen Literatur zum Thema „Thai learners“
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Zeitschriftenartikel zum Thema "Thai learners"
Vanijdee, Alisa. „Thai Distance English Learners and Learner Autonomy“. Open Learning: The Journal of Open, Distance and e-Learning 18, Nr. 1 (Februar 2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.
Der volle Inhalt der QuelleWongsuphasawat, Karn, und Phakkharawat Sittiprapaporn. „Preferred learning styles of Thai learners in anti-aging and regenerative sciences“. Asian Journal of Medical Sciences 9, Nr. 6 (29.10.2018): 14–19. http://dx.doi.org/10.3126/ajms.v9i6.20927.
Der volle Inhalt der QuellePan, Zhaoyi. „A Corpus-Based Study on Politeness Used by L1 Thai EFL Learners“. International Journal of Linguistics 14, Nr. 6 (04.12.2022): 28. http://dx.doi.org/10.5296/ijl.v14i6.20436.
Der volle Inhalt der QuelleWiriyakarun, Pamararat. „Can Thai Students Become Self-directed Learners?“ rEFLections 4 (31.12.2002): 31–40. http://dx.doi.org/10.61508/refl.v4i0.114334.
Der volle Inhalt der QuelleMaklai, Sumintra, Theeraporn Ratitamkul und Thanasak Sirikanerat. „The Use of the Thai Final Particle Na by Japanese Learners of Thai“. MANUSYA 20, Nr. 2 (2017): 27–54. http://dx.doi.org/10.1163/26659077-02002002.
Der volle Inhalt der QuelleWorathumrong, Sakulrat. „“How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing“. English Language Teaching 14, Nr. 10 (28.09.2021): 92. http://dx.doi.org/10.5539/elt.v14n10p92.
Der volle Inhalt der QuelleSumonsriworakun, Piyaboot, und Nattama Pongpairoj. „SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS“. Indonesian Journal of Applied Linguistics 6, Nr. 2 (23.01.2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.
Der volle Inhalt der QuelleSiripukdi, Sirisuda. „An Investigation of Motivation and Learning Strategies in Thai University Learners of French“. English Language Teaching 16, Nr. 6 (26.05.2023): 167. http://dx.doi.org/10.5539/elt.v16n6p167.
Der volle Inhalt der QuelleChiravate, Boonjeera. „An Interlanguage Study of Thai EFL Learners’ Apology“. English Language Teaching 12, Nr. 5 (17.04.2019): 116. http://dx.doi.org/10.5539/elt.v12n5p116.
Der volle Inhalt der QuelleKawinkoonlasate, Pongpatchara. „A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners“. English Language Teaching 14, Nr. 6 (17.05.2021): 43. http://dx.doi.org/10.5539/elt.v14n6p43.
Der volle Inhalt der QuelleDissertationen zum Thema "Thai learners"
Kitikanan, Patchanok. „L2 English fricative production by Thai learners“. Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3410.
Der volle Inhalt der QuelleHemchua, Saengchan. „Vocabulary development in Thai EFL and ESL learners“. Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.
Der volle Inhalt der QuelleNa-Thalang, Sanooch. „Thai learners of English and the English number system“. Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.
Der volle Inhalt der QuelleVanijdee, Alisa. „Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners“. Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
Der volle Inhalt der QuelleBoonmoh, Atipat. „The use of pocket electronic dictionaries by Thai learners of English“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/1072/.
Der volle Inhalt der QuelleKongsom, Tiwaporn. „The effects of teaching communication strategies on Thai learners of English“. Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/69653/.
Der volle Inhalt der QuelleBurkardt, Brett A. „Acquisition sequence of the English interdental fricatives by Thai ESL learners /“. Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1597629651&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Der volle Inhalt der Quelle"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 68-72). Also available online.
Jaihow, Patson. „Corpus use by student writers : error correction by Thai learners of English“. Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8274/.
Der volle Inhalt der QuelleKasemsin, Chirasiri. „Interlanguage refusals : a cross-sectional study of Thai EFL learners' refusals in English“. Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/806/.
Der volle Inhalt der QuellePuakpong, Nattaya, und n/a. „An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English“. University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
Der volle Inhalt der QuelleBücher zum Thema "Thai learners"
Tannacito, Dan J. Second language acquisition: selected annotated bibliographies on Japanese, Chinese, Thai, Indic, Spanish and Arabic learners of english. Washington, D.C: Educational Resources Information Center, 1990.
Den vollen Inhalt der Quelle findenEnglish language learners: Teaching strategies that work. Santa Barbara, Calif: Linworth, 2010.
Den vollen Inhalt der Quelle findenJ, Kameenui Edward, Hrsg. Effective teaching strategies that accommodate diverse learners. 2. Aufl. Upper Saddle River, N.J: Merrill, 2002.
Den vollen Inhalt der Quelle findenInclusion strategies that work for adolescent learners! Thousand Oaks, Calif: Corwin Press, 2009.
Den vollen Inhalt der Quelle findenJ, Kameenui Edward, und Carnine Douglas, Hrsg. Effective teaching strategies that accommodate diverse learners. 4. Aufl. Upper Saddle River, N.J: Pearson Education, 2010.
Den vollen Inhalt der Quelle findenLiu, Shuangshuang. Assessing Education Interventions that Support Diverse Learners. [New York, N.Y.?]: [publisher not identified], 2018.
Den vollen Inhalt der Quelle findenJ, Kameenui Edward, und Carnine Douglas, Hrsg. Effective teaching strategies that accommodate diverse learners. 3. Aufl. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.
Den vollen Inhalt der Quelle findenJ, Kameenui Edward, und Carnine Douglas, Hrsg. Effective teaching strategies that accommodate diverse learners. Upper Saddle River, N.J: Merrill, 1998.
Den vollen Inhalt der Quelle findenFerlazzo, Larry. English language learners: Teaching strategies that work. Santa Barbara, Calif: Linworth, 2010.
Den vollen Inhalt der Quelle findenKirsten, Miller, Hrsg. Classroom instruction that works with English language learners. Alexandria, Virginia, USA: ASCD, 2013.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Thai learners"
Mintowati, Pensri Panich, Octo Dendy Andriyanto, Hespi Septiana und Hans Yosef Tandra Dasion. „Indonesian-Thai bilingual BIPA teaching materials e-learning based for beginner learners“. In Inclusive, Sustainable, and Transformational Education in Arts and Literature, 105–11. London: Routledge, 2024. http://dx.doi.org/10.1201/9781003484318-16.
Der volle Inhalt der QuelleMcDonough, Kim, William J. Crawford und Jindarat De Vleeschauwer. „7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality“. In Peer Interaction and Second Language Learning, 185–208. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lllt.45.08mcd.
Der volle Inhalt der QuelleGolon, Alexandra Shires. „Are Boys More Visual-Spatial Than Girls?“ In VISUAL-SPATIAL learners, 47–52. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.
Der volle Inhalt der QuelleGolon, Alexandra Shires. „Are Boys More Visual-Spatial Than Girls?“ In VISUAL-SPATIAL learners, 47–52. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-3.
Der volle Inhalt der QuelleNavaitienė, Julita, und Eglė Stasiūnaitienė. „The Goal of the Universal Design for Learning: Development of All to Expert Learners“. In Inclusive Learning and Educational Equity, 23–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.
Der volle Inhalt der QuelleRosier, Soren. „PeerTeach: Teaching Learners to Do Learner-Centered Teaching“. In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.
Der volle Inhalt der QuelleJin, Lixian, und Martin Cortazzi. „More than a Journey: ‘Learning’ in the Metaphors of Chinese Students and Teachers“. In Researching Chinese Learners, 67–92. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299481_4.
Der volle Inhalt der QuellePalmér, Hanna, und Camilla Björklund. „The Real World of Toddler Mathematics“. In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 221–32. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_17.
Der volle Inhalt der QuelleLehman, Maria Lorena. „Architecture that learns“. In Adaptive Sensory Environments, 54–60. New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315630519-9.
Der volle Inhalt der QuelleHenri, France, und Sylvie Doré. „A Study Program is more than a Set of Courses“. In Networking the Learner, 515–22. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_51.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Thai learners"
Wiboonwachara, Lalida. „ENHANCING CRITICAL THINKING OF THAI EFL LEARNERS THROUGH QUESTIONING TECHNIQUE“. In 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.043.
Der volle Inhalt der QuellePhithak, Thawatphong, Supachanun Wanapu, Narodom Kittidachanupap und Sorachai Kamollimsakul. „Expectations and Self-Regulated Learning Behaviors of Thai MOOC Learners“. In ICBIM '18: The 2nd International Conference on Business and Information Management. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278252.3278271.
Der volle Inhalt der QuelleHansakunbuntheung, Chatchawarn, Hiroaki Kato und Yoshinori Sagisaka. „Model-based duration analysis on English natives and Thai learners“. In 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0026/000085.
Der volle Inhalt der QuelleSioson, Irish Chan. „Attitudes of Thai English Learners towards Online Learning of Speaking“. In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.003.
Der volle Inhalt der QuelleJawaut, Nopthira, und Remart Dumlao. „From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.
Der volle Inhalt der QuelleKanoksilapatham, Budsaba. „Enhancing Global English and Maintaining Regional Identity: Young Northeastern Thai Learners“. In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.82.
Der volle Inhalt der QuelleRunzrat, Saowalak, Antony Harfield und Supiya Charoensiriwath. „Applying Item Response Theory in Adaptive Tutoring Systems for Thai Language Learners“. In 2019 11th International Conference on Knowledge and Smart Technology (KST). IEEE, 2019. http://dx.doi.org/10.1109/kst.2019.8687462.
Der volle Inhalt der QuelleAnonthansap, Orapin, Pannisa Iamjanchai und Teerapong Leelanupab. „The development of iCALL application for Thai learners to study a LAO language“. In 2014 Third ICT International Student Project Conference (ICT-ISPC). IEEE, 2014. http://dx.doi.org/10.1109/ict-ispc.2014.6923210.
Der volle Inhalt der Quelle„Using a Phonetics Transcription to Improve Word Stress in Pronunciation for Thai Learners“. In 6th International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216236.
Der volle Inhalt der QuelleLiu, Zenghui, Shufen Liang und Lei Zeng. „The Development of Prosodic Focus-marking and Declarative Question Intonation in Thai Learners’ Mandarin“. In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-174.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Thai learners"
Rui, Yang, und Arjun Upadhyay. Examples of EdTech that reach marginalised learners. EdTech Hub, Juli 2022. http://dx.doi.org/10.53832/edtechhub.0102.
Der volle Inhalt der QuellePape, Barbara, und Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.
Der volle Inhalt der QuelleArmas, Elvira G., Magaly Lavadenz, Natividad Rozsa und Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.
Der volle Inhalt der QuelleSuchan, Jim, und Alice Crawford. Factors That Create Learner Engagement in Network-Based Instruction. Fort Belvoir, VA: Defense Technical Information Center, November 1998. http://dx.doi.org/10.21236/ada359393.
Der volle Inhalt der QuelleKaminski, Linda, Magaly Lavadenz, Elvira Armas und Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.
Der volle Inhalt der QuelleTare, Medha, Susanne Nobles und Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, März 2018. http://dx.doi.org/10.51388/20.500.12265/67.
Der volle Inhalt der QuelleSims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), Dezember 2021. http://dx.doi.org/10.19088/k4d.2021.134.
Der volle Inhalt der QuelleTare, Medha, Alison R. Shell und Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, Juni 2022. http://dx.doi.org/10.51388/20.500.12265/157.
Der volle Inhalt der QuelleForbus, Kenneth D., Christopher Riesbeck, Lawrence Birnhaum, Kevin Livingston, Abhishek Sharma und Leo Ureel. A Prototype System that Learns by Reading Simplified Texts. Fort Belvoir, VA: Defense Technical Information Center, Januar 2007. http://dx.doi.org/10.21236/ada470413.
Der volle Inhalt der QuelleOlsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.
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