Teaching to write collaborative argumentative syntheses in higher education
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DOI: 10.1007/s11145-019-09939-6
Abstract: Writing argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning, especially when students undertake the task together with their peers. However, despite the importance… read more here.
Keywords: intervention; argumentative syntheses; help; teaching write ... See more keywords
App-Based Manipulatives and Explicit Instruction to Support Division with Remainders
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DOI: 10.1080/09362835.2019.1586709
Abstract: ABSTRACT In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods)… read more here.
Keywords: app based; manipulatives explicit; division remainders; explicit instruction ... See more keywords
What About Fluency? Implicit vs. Explicit Training Affects Artificial Mini-Language Production
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DOI: 10.1093/applin/amaa054
Abstract: A great deal of research explores how implicit vs. explicit instruction affects second language learners’ grammatical accuracy, generally finding that explicit instruction increases accuracy. However, no research to date has examined the impact of implicit/explicit… read more here.
Keywords: implicit explicit; language; explicit training; explicit instruction ... See more keywords
The effect of explicit instruction on derivational morphological awareness amongst Iranian EFL learners
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DOI: 10.17250/khisli.35..201809.003
Abstract: The explicit instruction on derivational morphology has attracted little attention as an object of effective EFL teaching method. The current study... read more here.
Keywords: explicit instruction; instruction derivational; efl; derivational morphological ... See more keywords
The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices
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DOI: 10.3389/fpsyg.2022.821763
Abstract: This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional,… read more here.
Keywords: explicit instruction; efl teachers; justice; classroom justice ... See more keywords