Relevant bibliographies by topics / Springboard Language Academy

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  2. Conference papers

Academic literature on the topic 'Springboard Language Academy'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Springboard Language Academy"

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ADEBAYO, Wasiu Ibrahim, and Tiamiyu Olayiwola (Ph.D.) QAMORUDEEN. "Assessment of Selected E-Learning Centres of Arabic and Islamic Studies in North-Central and South-Western, Nigeria: Challenges and Prospects." International Journal of Social Science and Human Research 08, no. 05 (2025): 3817–22. https://doi.org/10.5281/zenodo.15561085.

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The technology has affected every human activity without exception. Series of e-applications like zoom, face book, whatsapp, google meet, google classroom etc. are essentially acknowledged by users. Muslim scholars are found of appreciating the modern technology by creating e-learning centres to teach Arabic and Islamic Studies. On this light, the paper attempts to delve into a number of selected e-learning centres in Nigeria to pinpoint their contributions towards educational and national development. Descriptive method and interview and library are used as tools for data collection. Findings
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Manolescu, Dan. "Language Learning through Thought, Memory, Imagination, and Reading." Journal of Practical Studies in Education 4, no. 3 (2023): 1–4. http://dx.doi.org/10.46809/jpse.v4i3.65.

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The present article aims to estimate the value of language learning through a quick review of the learning process and with a focus on “accumulated knowledge” and “the ability to learn.” Following the opinions of researchers and linguists, we can also argue that the whole history of human culture – “of intelligence and morality, folly and superstition, ritual, language, and the arts” – is what makes us human. The development of language is presented in its relation to thought, and memory, with the concept of imagination added to enhance their prowess. In other words, we might say that the cult
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Oenbring, Raymond, and Deniz Gokcora. "COILing diverse islands: a virtual exchange between the University of the Bahamas and the Borough of Manhattan Community College." Journal of Virtual Exchange 5 (February 25, 2022): 20–30. http://dx.doi.org/10.21827/jve.5.37388.

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This practice report describes a Collaborative Online International Learning (COIL) exchange between academic writing students at the University of the Bahamas (UB) and English Language Learners (ELLs) at the Borough of Manhattan Community College (BMCC) of the City University of New York (CUNY). While COIL projects and other classroom virtual exchanges between Western and non-Western institutions have often been construed as tools to introduce cultural and linguistic diversity into Western classrooms, this study shows that the opposite is also possible. In our project, a diverse, largely immi
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Weis, Lidija. "Theoretical approach to E-learning quality." Economics. Ecology. Socium 5, no. 1 (2021): 33–45. http://dx.doi.org/10.31520/2616-7107/2021.5.1-4.

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Introduction. Over the past decade, as technology coupled with the increasingly frequent use of the internet have become the forefront of business and academia, e-learning has emerged on the global higher education stage as a leading means of gaining an education in Higher Education. Because internet-based learning is currently such a relevant topic, inter alia due to the occurrence of the pandemic, there is a dire need for the creation of a common language to proceed in a collectively positive direction regarding the development of a culture of excellence within e-learning. This paper provide
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Arruda, Climene Fernandes Brito, and Lukas John Murphy. "Using speaking as a springboard to academic writing: a successful pedagogical experience." Letras, July 26, 2022, 315–32. http://dx.doi.org/10.5902/2176148554628.

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English for Academic Purposes (EAP) is at the forefront of "both theory development and innovative practice in teaching English as a second/other language" Hyland (2006, p.1), as it has become the predominant language in science and research. However, many EAP courses still lack a theoretical rationale, and teachers rely on textbooks or teaching experiences to develop their own methodology and material. Based on Newton (2018), Kroll & Vann (1981) and Weissberg (2006), this contribution reports on a successful pedagogical experience that connected the use of speaking to foster the developme
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Nalabandian, Taleen, Roman Taraban, Jessica C. Pittman, and Sage Maliepaard. "Assessing College Writing: Do Students Connect with the Text?" East European Journal of Psycholinguistics 7, no. 1 (2020). http://dx.doi.org/10.29038/eejpl.2020.7.1.nal.

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Reading-response research has shown that students respond to a text by engaging various cognitive and emotional processes. The aim of the current study was to examine students’ written reactions to an assigned reading as a way to determine (1) whether students connect with the reading and (2) the differing cognitive styles they may utilize in their reactions. The methods applied two text-analytic procedures to 238 student reactions to an ethics case study. The procedures were language style matching, which is a metric of engagement, and the categorical-dynamic index, which is a metric of analy
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Charpentier Jiménez, William. "Vocabulary Complexity in EFL University Students’ Academic Texts." Revista de Lenguas Modernas, no. 37 (December 14, 2023). http://dx.doi.org/10.15517/rlm.v0i37.50826.

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This paper examines students’ use of vocabulary in English as a foreign language (EFL) in academic writing. However necessary, the specific vocabulary used by students in academic EFL settings has not received sufficient attention. Thirty-one EFL students at a Costa Rican public university participated in this study, which was conducted over the course of a year. The researcher collected data from participants’ final research papers and used specialized software to determine their vocabulary usage. Data analyses indi- cate that: 1) lexical variety is above average, 2) students’ academic vocabu
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Mushaathoni, Maria, and Madoda Cekiso. "Students’ perceptions of lecturers’ motivational strategies and their attitudes towards the English language and an academic English module." Literator 43, no. 1 (2022). http://dx.doi.org/10.4102/lit.v43i1.1904.

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Motivation and students’ attitudes are generally cited as two of the most important factors influencing language-learning performance. Motivation and attitude not only enhance students’ understanding of learning and make them more open to learning, but also raise their expectations of the learning process and lower their anxiety. Therefore, the current study sought to establish the university students’ perceptions of their lecturers’ motivational strategies and their attitudes towards the English language, and the English Academic module. The study was quantitative in nature and a survey resea
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Jarayapun, Jitpicha. "Military Staff Study as a Tool for Language Policy Design: A Case of Establishing the RTN’s English Tests." Journal of Interdisciplinary Studies in Education 13, no. 2 (2024). http://dx.doi.org/10.32674/7bg99p67.

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A staff study (SS) is an administrative tool used for decision making which involves data gathering and analysis to determine the proper resolution to an issue. SS is also used in the areas of the military which are mostly assigned with classified information; as a result, resources regarding staff studies are still restricted or available in limited amounts. Furthermore, SS is rational and applicable in interdisciplinary academic fields; especially, in an area of policy design. This article proposes the value of such a study in education policy making through its application in the specific i
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Gillam, Sandra L., Ronald B. Gillam, Beula M. Magimairaj, et al. "Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial." Language, Speech, and Hearing Services in Schools, April 19, 2024, 1–22. http://dx.doi.org/10.1044/2024_lshss-23-00171.

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Purpose: Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-ag
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Conference papers on the topic "Springboard Language Academy"

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Li, Jia, Esther Geva, Catherine Snow, and Andrew Biemiller. "Critical pedagogical transition in instructional content development: A vocabulary intervention using social media for Indigenous youth." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-22.

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Indigenous students speak diverse languages, and many of them are English language learners (ELLs). Research has consistently shown that it takes at least 5–7 years for ELLs to catch up with their English-speaking peers in academic language skills. Inequitable access to learning resources, along with diverse political, socioeconomic, and historical issues, have led to Indigenous students’ persistent academic underachievement, in particular for Indigenous youth in high school, where considerably increased academic language demands in content areas place them at high risk of academic failure and
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