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Relevant bibliographies by topics / Writing in a foreign language; grammar

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Academic literature on the topic 'Writing in a foreign language; grammar'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Writing in a foreign language; grammar"

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Kulaeva, Farizat Akhmetovna, and Arsen Ruslanovich Kulaev. "The Role of Grammar in Teaching Foreign Languages." SHS Web of Conferences 172 (2023): 03008. http://dx.doi.org/10.1051/shsconf/202317203008.

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In the teaching of foreign languages, after all the attempts and reforms, the understanding has been increasingly strengthened that without reliable linguistic knowledge it is impossible to achieve strong linguistic communication skills, which were considered the goal of teaching foreign languages, and that grammatical skills play an important role in the development of language skills. The role of grammar in teaching foreign languages is ambiguous. Grammar skills are equally important for speaking, writing, reading and listening. Grammar is a language stimulant. It generates meaning through r

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Durdas, Alla, Tetiana Harbuza, Yuliia Radchenko, and Hanna Starosta. "TEACHING FOREIGN LANGUAGES EFFICIENTLY: THE ROLE OF CREATIVE WRITING." Continuing Professional Education: Theory and Practice, no. 3 (2022): 33–38. http://dx.doi.org/10.28925/1609-8595.2022.3.4.

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The article deals with the role and possibilities of use of creative writing in efficient teaching of foreign languages at higher educational institutions. The article considers how creative writing can support foreign language learning by students and how creative writing promotes language development at all levels: vocabulary, grammar, phonemics, discourse. The concepts of «creativity» and «creative writing» have been considered and the characteristics of creative writing texts have been outlined; the ways and forms of creative writing for the use at foreign language classes have been stated

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Durdas, Alla. "THE ROLE AND PLACE OF WRITING TASKS IN LEARNING A FOREIGN LANGUAGE AT UNIVERSITY." Osvitolohiya, no. 12 (2023): 76–83. http://dx.doi.org/10.28925/2226-3012.2023.12.7.

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The article reveals the importance of developing foreign language writing skills among future specialists at foreign language classes at university. The concept of writing and the tools and opportunities for its development have been revealed. It has been noted that the components of success in mastering writing skills and building written communication are vocabulary, grammar and experience. The connection between the mastery of writing skills and the quality of teaching a foreign language has been established. The article highlights the issue of a text implementation in several language laye

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KHAMRAKHODZHAEVA, Surayyo Juraevna. "TEACHING STUDENTS OF ECONOMICS CREATIVE WRITING IN A FOREIGN LANGUAGE." International Journal of Pedagogics 4, no. 11 (2024): 258–62. https://doi.org/10.37547/ijp/volume04issue11-50.

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The article examines modern methods and techniques aimed at teaching students creative writing in a foreign language, taking into account their professional activities and needs. The main focus is on stimulating motivation and interest in writing, developing linguistic and communicative competencies. Valuable recommendations for teaching students creative writing are presented. The focus is on creating a suitable learning environment, providing sufficient time for skill development, offering a variety of writing topics, and emphasizing the importance of grammar and spelling. The importance of

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Tambunan, Anna Riana Suryanti, Widya Andayani, Winda Setia Sari, and Fauziah Khairani Lubis. "Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback." Indonesian Journal of Applied Linguistics 12, no. 1 (2022): 16–27. http://dx.doi.org/10.17509/ijal.v12i1.46428.

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A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex

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Ramadhani, Putri, and Darni Binti Darmin. "THE USING OF GRAMMAR CHECKER APPLICATION AND STUDENT’S ABILITY IN ACADEMIC WRITING." VISION 20, no. 1 (2024): 35. http://dx.doi.org/10.30829/vis.v20i1.3564.

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<p>Writing is an activity to mark or convey ideas or to interprete utterance in language into a visible symbol. In university level, writing skill is highly needed by the students to convey their idea. Students are demanded to write academic writing to succeed them to write paper, report, essay and thesis effectively. In indonesia, most of universities demand their undergradutae students to write thesis as the requirement to pursue the degree. The practice of academic writing in university level not only discuss about how to write descriptive, analytical, persuassive and critical writing

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T, Prabakaran, and Sundaram L. "Guidance to Transcription in Tamil Language with Reference to Tamil Grammar Texts." International Research Journal of Tamil 4, S-8 (2022): 28–47. http://dx.doi.org/10.34256/irjt22s85.

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The mix of foreign words in Tamil is inevitable due to the mix of foreign languages, translation, globalization, scientific and technological development, new discoveries, and passion for English. Other scripts that are not in Tamil are used in some of the words, so they are mixed. When writing Northern language words, including Sanskrit in Classical Tamil, we used the phonetic letters s, j, sh, h, x, and sri, which are called Grantha letters. Later, when writing English and other words in Tamil, it became necessary to write with such letters for sounds that are not in Tamil. Apart from this,

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Berkutova, Tetiana, Viktoriia Vrakina, and Valeriia Sadkovska. "FORMING GRAMMATICAL COMPETENCE WHILE TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITIES." Theory and practice of social systems management, no. 2 (June 30, 2022): 48–61. http://dx.doi.org/10.20998/2078-7782.2022.2.04.

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The article deals with teaching grammar in Ukrainian education community. Students start learning grammar at secondary, sometimes even at primary schools, and continue acquiring it while studying at institutions of higher education. However, qualitative progress in grammar usage while writing and speaking English is rarely seen. One possible explanation is that there is a widely adopted approach in Ukrainian education system according to which the formation of grammatical competence goes through a number of fixed steps from grammar knowledge to speech practice. It is assumed that detailed and

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Shliakhtina, Olena, Tetiana Kyselova, Svitlana Mudra, Yuliya Talalay, and Alla Oleksiienko. "The effectiveness of the grammar translation method for learning english in higher education institutions." Eduweb 17, no. 3 (2023): 134–45. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.03.12.

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The aim of the article is to investigate the impact of the Grammar-Translation Method, an approach prioritizing translation and grammatical understanding in language learning, on the development of foreign language writing competence among students studying English in higher education institutions (HEIs). Testing methods, expert evaluations, and statistical analysis were employed. Significant differences were found across all criteria (p≤0.01) using both the Mann-Whitney test and the Wilcoxon test. The datagathered affirm the high effectiveness of the Grammar-Translation Method in building for

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Alqahtani, Asma. "Review and Analysis of Theories Underlying Grammar Teaching Methodologies." Arab World English Journal 13, no. 4 (2022): 80–91. http://dx.doi.org/10.24093/awej/vol13no4.6.

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Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual te

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Dissertations / Theses on the topic "Writing in a foreign language; grammar"

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Kenworthy, Roger C. "Lexical signatures in the assessment of L2 writing." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678566.

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Tshotsho, Baba Primrose. "An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.

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<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p> <p><br /> Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially whe

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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assis

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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essa

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Whitus, Jerry D. (Jerry Dean). "Selective Versus Wholesale Error Correction of Grammar and Usage in the Papers of Adult Intermediate Level ESL Writing Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504265/.

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Over 13-weeks a control group (n=7) had all errors corrected, while an experimental group (n=9) had only article and sentence construction (run-on sentences, fragments, comma splices) errors corrected. Separating the two types of errors is essential, since the latter (representing grammar) are subject to theories of acquisition and the former (representing usage) are not. One-way analyses of variance ran on pretest versus posttest found no significant difference in either groups' article errors; however, the experimental group had significantly fewer sentence construction errors, implying that

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Salinas, Helen. "Vad händer med språket och skrivandet när eleverna chattar på spansklektionen? : En jämförelse av individuellt skrivande och chattskrivande i socialt medium." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145681.

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In this study, individually written essays are compared with interactively written chat texts with the aim to investigate, describe and to some extent explain what happens to the language and the writing during a chat session. Students in a Swedish upper secondary school studying Spanish A2 completed two jigsaw tasks through writing and the texts were analyzed from a descriptive grammatical and stylistic perspective through variable analysis. In the results, the essays tended to be more complex syntactically whereas the chat texts showed more variation and accuracy regarding verb conjugation.

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Bailey, Audrey. "The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3203.

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As more international students who are not expert users of English come to the United States to study at university, the field of teaching English for Academic Purposes grows. There are many important skills these international students must learn to become successful university students in America, but writing for academic purposes is of particular importance for these students to join the academic conversation in their respective disciplines. Corpus research has identified the grammatical features which are frequently found in different registers, and from this work it is known which structu

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Pham, Thi Kieu Ly. "La grammatisation du vietnamien (1615-1919) : histoire des grammaires et de l'écriture romanisée du vietnamien." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA122.

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Ce travail de recherche porte sur la grammatisation du vietnamien. Nous avons étudié les ouvrages grammaticaux, composés en latin puis en français, par des missionnaires de diverses congrégations, des administrateurs coloniaux et des grammairiens vietnamiens et français entre 1651 et 1919. L’objectif était de montrer dans un premier temps comment le modèle de la grammaire latine opère dans cette grammatographie, en mettant l’accent sur les spécificités de la langue vietnamienne, telles que les auteurs les ont dégagées. Nous avons mis en évidence, dans un deuxième temps, les conditions, les for

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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Kang, Hana. "Computer-based Writing and Paper-based Writing: A Study of Beginning-level and Intermediate-level Chinese Learners’ Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293698412.

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Books on the topic "Writing in a foreign language; grammar"

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Ingrid, Tieken-Boon van Ostade, ed. Grammars, grammarians, and grammar-writing in eighteenth-century England. Mouton de Gruyter, 2008.

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Ellen, Lange, ed. Writing clearly: Grammar for editing. 3rd ed. Heinle, 2012.

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Heminway, Annie. Living language.: Conversation, grammar, culture, reading, writing, plus business. Crown Publishers, 1995.

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Cole, Tom. Grammar-writing connections: Mastering structure for improved writing. University of Michigan Press, 2009.

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Folse, Keith S. Top 10: Great grammar for great writing. Thomson Heinle, 2008.

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Korea Education Resources Department. Korean language. Korea Education Department, 2001.

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Korea Education Resources Department. Korean language. Korea Education Department, 2002.

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Korea Education Resources Department. Korean language. Korea Education Department, 2002.

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Korea Education Resources Department. Korean language. Korea Education Department, 2002.

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Storm, Hiroko. Japanese all the way: Conversation, grammar, culture, reading, writing. Crown Publishers, 1996.

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Book chapters on the topic "Writing in a foreign language; grammar"

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McDonald, Edward. "Language, Writing and Metaphors for Language." In Grammar West to East. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7597-2_3.

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Alhawary, Mohammad T. "Grammar techniques." In Teaching Arabic as a Foreign Language. Routledge, 2023. http://dx.doi.org/10.4324/9781315686677-6.

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Klimas, Janina. "Grammar, Listening, and Writing." In Building Proficiency for World Language Learners. Eye on Education, 2024. http://dx.doi.org/10.4324/9781032622507-13.

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Lennon, Paul. "Grammar." In The Foundations of Teaching English as a Foreign Language. Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-6.

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Alhawary, Mohammad T. "Writing techniques." In Teaching Arabic as a Foreign Language. Routledge, 2023. http://dx.doi.org/10.4324/9781315686677-5.

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Cook, Vivian. "Chapter 17: Written Language and Foreign Language Teaching." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-019.

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Lewis, Marilyn. "Writing in a New Language." In How to Study Foreign Languages. Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_13.

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Leki, Ilona. "Preface." In Writing in Foreign Language Contexts, edited by Rosa Manchón. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691859-003.

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Manchón, Rosa M. "Introduction. Broadening the Perspective of L2 Writing Scholarship: The Contribution of Research on Foreign Language Writing." In Writing in Foreign Language Contexts, edited by Rosa Manchón. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691859-004.

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Rinnert, Carol, and Hiroe Kobayashi. "Chapter 1. Situated Writing Practices in Foreign Language Settings: The Role of Previous Experience and Instruction." In Writing in Foreign Language Contexts, edited by Rosa Manchón. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691859-005.

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Conference papers on the topic "Writing in a foreign language; grammar"

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Bratu, Mirela Gabriela, and Mihaela Alina Ifrim. "MORE THAN GRAMMAR AND VOCABULARY: THE ROLE OF INTEGRATED LANGUAGE TEACHING IN FOREIGN LANGUAGE ACQUISITION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2416.

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Saydanovna, Rahmonberdieva Karima. "Teaching Grammar: in isolation or in context?" In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-32.

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The article discusses the importance of grammar in language learning and presents two approaches to teaching grammar: teaching in isolation and teaching in context. Teaching grammar in isolation focuses solely on form and meaning, using drills and tests to reinforce comprehension. This approach helps learners acquire the necessary grammar principles and can improve their writing skills. However, it may not provide students with the ability to apply grammar rules effectively in real-world contexts. Some scholars argue that grammar should be taught in conjunction with subject matter and in the c

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Neshkovska, Silvana, Vesna Trajkovska, Milena Kasaposka-Chadlovska, and Lela Ivanovska. "OPTIMIZING FOREIGN LANGUAGE LEARNERS’ WRITING SKILLS WITH AI: EVALUATING THE IMPACT OF CHATGPT." In 1st International Scientific Conference Education and Artificial Intelligence. University of Niš, Pedagogical Faculty, Vranje, 2025. https://doi.org/10.46793/edai24.139n.

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Writing is a core skill that foreign language learners must master in the process of language learning, but it is also one of the most challenging. Successful writing involves a combination of grammar proficiency, vocabulary knowledge, cultural awareness, critical thinking, adherence to spelling and punctuation rules, as well as the ability to maintain cohesion, coherence, and appropriate register depending on the text type. With the rise of AI-driven technologies, particularly chatbots like ChatGPT, there is a growing interest in their potential to enhance writing skills. While recent researc

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Manegre, Marni, Silvia Puig-García, and W. A. Piyumi Udeshinee. "Cross-cultural peer feedback in academic writing tasks: A virtual exchange connecting students in Sri Lanka with students in Spain." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19064.

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Cross-cultural peer feedback has been shown to increase intercultural competence (IC) and cultural knowledge (Sarangapani et al., 2018), in addition to improving writing skills and language accuracy in a foreign language. This study investigates cross-cultural peer feedback in academic written assignments as part of a virtual exchange. Students in Spain (n = 39) were paired with students in Sri Lanka (n = 60) to analyze and provide corrective feedback using English as a lingua franca. The students were required to complete three writing tasks. Each of the tasks was peer-reviewed by the student

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de Almeida, Maria, and Sydelle de Souza. "Tutoring EFL Students in Portugal: Rethinking writing center methodology." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.

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The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. There

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Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.

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In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some re

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Catana, Elisabeta simona. "E-LEARNING INCENTIVES FOR IMPROVING THE ENGINEERING STUDENTS’ACCURACY IN ENGLISH FOR WORK PURPOSES AND ONLINE PROFESSIONAL COMMUNICATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-121.

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Overcoming the challenges of the 21st century multicultural society whose protagonists have to master an international language of communication such as English for work purposes in a multinational, for professional online communication with foreign interlocutors, we emphasize the necessity to encourage e-learning in controlled situations at university in the English language courses and seminars for engineering students in order to raise their awareness that focusing on grammar accuracy should be their top priority for advancing their knowledge of English for their future career, future life

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Momcilovic, Nikoleta, and Dina Petrovic. "STUDENT ATTITUDES ON THE USE OF NEW MEDIA IN LEARNING GERMAN AS A FOREIGN LANGUAGE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-104.

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The rapid and intense development of new media brought about a significant change in foreign language learning, acquiring and developing language proficiency of students. Changing the paradigm of learning a foreign language under the influence of cyberspace, provides the potential for successful mastering of educational content in the field of language and language skills such as grammar, reading, writing, pronunciation, listening, speaking and culture. The use of new media for learning a foreign language is very frequent in young people, especially in developed countries, while in Serbia, the

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde

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Stoffova, Veronika, and Krisztina Czakoova. "A PLAYFUL FORM OF TEACHING AND LEARNING USING MICRO-WORLD APPLICATIONS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-014.

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The article summarizes the long-term experiences of the author in the field of creation and use of didactic micro-world applications in education. In this article, there are systematized principles of creation and effective use of didactic application developed in micro-world Imagine. Special attention is paid to didactic transformation, visualisation, interactivity and active learning of pupils. The authors summarize recommendations regarding the graphic design, visualisation of knowledge presentation, interactivity of applications in order to transform the learning process into a great enter

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Reports on the topic "Writing in a foreign language; grammar"

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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates example

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Co

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structu

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe

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Ye, Feifei. Validity, Reliability, and Concordance of the Duolingo English Test. Duolingo, 2014. http://dx.doi.org/10.46999/eixn6416.

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Duolingo has developed a computer adaptive test of English competency for non-native English learners. This research study of the validity and reliability of the Duolingo English Test was independently conducted from February-April of 2014. The study lasted for approximately eight weeks. Participants were recruited from Duolingo users who studied English, international students in several United States universities, and people who took Test of English as Foreign Language (TOEFL) at several TOEFL centers in China. Participants were at least 18 years of age and had taken the TOEFL within the las

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