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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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결과 내 검색 동의어 포함

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Scheduling practice sessions to create a spacing effect enhances L2 pronunciation and fluency. Such manipulation of practice sessions is also conducive to better L2 vocabulary and grammar retention. Blocking and interleaving are task manipulation methods widely discussed in recent times as effective methods of L2 teaching. The present study measured the difference in the effect of these two methods on the enhancement of English pronunciation and fluency and on the retention of English vocabulary and grammar by keeping Indian adolescent ESL learners (N=64) under blocked and interleaved conditions during a three-month-long speaking proficiency training program in English. Three tests were conducted during the program to assess the differences in speech performance. Speech samples collected from the participants at different stages of the program were evaluated in pronunciation, fluency, vocabulary, and grammar by four external assessors. The test scores collected in these tests were analyzed using repeated measures ANOVA. Although the blocked group produced oral responses in English that exhibited a bit more flexibility, appropriacy, and complexity in word choice as well as sentence construction and less phonological error and hesitation, the study recorded no statistically significant differences in the effect of these two methods on the English speaking proficiency of the participants.

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기사명 저자명 페이지 원문 목차
Transitional patterns in L2 reading-related abilities of distinct subgroups of EFL Korean vocational high school students : a latent transition analysis Giin Lee, Byungmin Lee p. 270-285

(A) corpus-based study on Vietnamese EFL students’ use of English lexical collocations in academic writing Hong Thi Tuyet Vo p. 286-306

Blocking and interleaving effects on English speaking proficiency of adult ESL learners Sarat K. Doley, Sujata Kakoti p. 307-324

Topic trends analysis in chatbot-related studies using topic modeling techniques : insights from South Korean English pedagogy Hee-Kyung Lee, Myunghwan Hwang p. 325-343

Effects of online and offline tutor interactions on student revision : focusing on Korean learners of English Sookyung Cho p. 344-360

Which formulaic sequences to teach in EFL classrooms? : different types of lexical phrases and their impact on perceived oral fluency Yoko Asari p. 361-378

To quit or not to quit? Examining the relationship of well-being, self-efficacy, and demographic factors to turnover intentions among expat English language teachers in Asia Ian Moodie p. 379-396

Exploring the use of ChatGPT as a tool for written corrective feedback in an EFL classroom Ho Sze Long p. 397-412

Unravelling the nexus between teachers' past assessment experiences, training, and current assessment practices : a case of Iranian EFL teachers Adel Dastgoshadeh, Kaveh Jalilzadeh p. 413-424

Intentional language instruction amid remote-learning during Covid-19 : evidence from Indonesian EFL learners Edi Ramawijaya Putra p. 425-433

When pre-service English teachers and data literacy intervention meet : a classroom action research Elih Sutisna Yanto p. 434-443

Crossing the threshold of online teaching : insights from EFL teachers Fatemeh Mirzapour p. 444-453

(An) empirical study on iFLY platform-assisted academic EFL writing teaching Jing Yao, Manli Li p. 454-461

Investigating the potential use of virtual learning environments in EFL teaching : a case study of second life Semin Kazazoğlu p. 462-473

Exploring the effects of computer-supported collaborative learning on language boredom and achievement in EFL writing class Tusino, Puspa Dewi, Tengku Intan Suzila Tengku Sharif p. 474-482

Affective engagement with teacher feedback in higher education : a qualitative phenomenological approach Budi Waluyo, Albert Abad Braga, Safnil Arsyad p. 483-494

Implementing translanguaging as transformative pedagogy in an English medium secondary school in Indonesia Wulandari Santoso, Fuad Abdul Hamied p. 495-505

Empowering learners through the application of metacognition in English as a foreign language (EFL) writing Yuehai Xiao, Angel Zhao p. 506-514

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