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Student Feedback Literacy and Engagement with Feedback: A Case Study of Chinese Undergraduate Students
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Han, Ye; Xu, Yueting – Teaching in Higher Education, 2021
The dissonance between teachers' substantial effort to provide feedback and students' under-engagement with feedback has been consistently reported in higher education. A contributing factor to this disparity students' lack of feedback literacy, however, has been under-researched. This case study of two Chinese undergraduate students therefore…
Descriptors: Foreign Countries, Undergraduate Students, Student Evaluation, Feedback (Response)
Sustaining Linguistic Heritage: An Exploration of Early Chinese Input and Biliteracy Acquisition among Chinese Heritage Language Students
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Haomin Zhang; Zhen Hu; Tuoxiong Wang; Jie Sun – Language and Education, 2024
Given that input-based language and literacy environments provide socioculturally-enriched contexts for bilingual and biliteracy acquisition, the current study aims to explore the contribution of early input in various sociocultural contexts to later biliteracy development among ­college-level Chinese heritage language (CHL) students. A group of…
Descriptors: Language Maintenance, Linguistic Input, Chinese, Second Language Learning
The Effects of a Gamified Morphological Awareness Intervention on Students' Cognitive, Motivational and Affective Outcomes
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Qiao, Shen; Yeung, Susanna Siu-sze; Shen, Xiaoai; Chu, Samuel Kai Wah – British Journal of Educational Technology, 2022
Purpose: Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face-to-face instruction…
Descriptors: Morphology (Languages), Metalinguistics, Literacy, Prediction
Awareness of Derivation and Compounding in Chinese-English Biliteracy Acquisition
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Zhang, Dongbo; Koda, Keiko – International Journal of Bilingual Education and Bilingualism, 2014
This study examines the intra-and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within…
Descriptors: Literacy, Bilingualism, Second Language Learning, Native Language
Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese
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Zhao, Jing – ProQuest LLC, 2011
A growing body of literature has provided evidence of the contribution of various metalinguistic skills to children's English literacy development; however, most of the studies focused on reading outcomes while spelling outcomes have been under-researched. Further, very few studies have been conducted to investigate if the results based on native…
Descriptors: Evidence, Spelling, Metalinguistics, Structural Equation Models
Chinese Children's Reading Acquisition: Theoretical and Pedagogical Issues.
Li, Wenling, Ed.; Gaffney, Janet S., Ed.; Packard, Jerome L., Ed. – 2002
This book provides comprehensive resources for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. It is divided into 4 parts and 11 chapters. Part 1, "Theoretical Perspectives on Learning to Read" includes "Current Issues in Learning To Read Chinese" (Ovid J.L. Tzeng),…
Descriptors: Chinese, Elementary Secondary Education, Foreign Countries, Language Acquisition