Improving the quality of EFL learner's writing by dynamic assessment
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Bester Preis: € 50,57 (vom 15.10.2018)1
Improving the quality of EFL learner's writing by dynamic assessment (2018)
DE PB NWISBN: 9783659893650 bzw. 365989365X, in Deutsch, LAP Lambert Academic Publishing Okt 2018, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, BuchWeltWeit Inh. Ludwig Meier e.K. [57449362], Bergisch Gladbach, Germany.
Neuware - This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development 104 pp. Englisch.
Von Händler/Antiquariat, BuchWeltWeit Inh. Ludwig Meier e.K. [57449362], Bergisch Gladbach, Germany.
Neuware - This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development 104 pp. Englisch.
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Improving the quality of EFL learner´s writing by dynamic assessment
DE HC NWISBN: 9783659893650 bzw. 365989365X, in Deutsch, Lap Lambert Academic Publishing, gebundenes Buch, neu.
Lieferung aus: Deutschland, Versandkostenfrei innerhalb von Deutschland.
This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners´ zone of proximal development Sofort lieferbar Lieferzeit 1-2 Werktage.
This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners´ zone of proximal development Sofort lieferbar Lieferzeit 1-2 Werktage.
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Improving the quality of EFL learner's writing by dynamic assessment (2018)
DE PB NWISBN: 9783659893650 bzw. 365989365X, in Deutsch, 104 Seiten, LAP Lambert Academic Publishing, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkosten nach: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, Sparbuchladen, [3602074].
Neuware - This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development -, 08.10.2018, Taschenbuch, Neuware, 220x150x6 mm, 171g, 104, Internationaler Versand, offene Rechnung (Vorkasse vorbehalten), Selbstabholung und Barzahlung, PayPal, Banküberweisung.
Von Händler/Antiquariat, Sparbuchladen, [3602074].
Neuware - This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development -, 08.10.2018, Taschenbuch, Neuware, 220x150x6 mm, 171g, 104, Internationaler Versand, offene Rechnung (Vorkasse vorbehalten), Selbstabholung und Barzahlung, PayPal, Banküberweisung.
4
Improving the quality of EFL learner`s writing by dynamic assessment
DE PB NWISBN: 9783659893650 bzw. 365989365X, in Deutsch, LAP Lambert Academic Publishing, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Improving the quality of EFL learner`s writing by dynamic assessment: This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners` zone of proximal development, Englisch, Taschenbuch.
Improving the quality of EFL learner`s writing by dynamic assessment: This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners` zone of proximal development, Englisch, Taschenbuch.
5
Improving the quality of EFL learner's writing by dynamic assessment (2018)
EN PB NWISBN: 9783659893650 bzw. 365989365X, in Englisch, 104 Seiten, LAP Lambert Academic Publishing, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandfertig in 1 - 2 Werktagen, Versandkostenfrei. Tatsächliche Versandkosten können abweichen.
Von Händler/Antiquariat, expressbuch24.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, expressbuch24.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
6
Improving the quality of EFL learner's writing by dynamic assessment
DE PB NWISBN: 9783659893650 bzw. 365989365X, in Deutsch, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, European-Media-Service Mannheim [1048135], Mannheim, Germany.
Publisher/Verlag: LAP Lambert Academic Publishing | Format: Paperback | Language/Sprache: english | 104 pp.
Von Händler/Antiquariat, European-Media-Service Mannheim [1048135], Mannheim, Germany.
Publisher/Verlag: LAP Lambert Academic Publishing | Format: Paperback | Language/Sprache: english | 104 pp.
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