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Hintz, Florian; Jongman, Suzanne R.; Dijkhuis, Marjolijn; van 't Hoff, Vera; McQueen, James M.; Meyer, Antje S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical access is a core component of word processing. In order to produce or comprehend a word, language users must access word forms in their mental lexicon. However, despite its involvement in both tasks, previous research has often studied lexical access in either production or comprehension alone. Therefore, it is unknown to which extent…
Descriptors: Individual Differences, Language Processing, Vocabulary Skills, Language Usage
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Ryu, Sunhee; Bae, Jungok – English Teaching, 2018
This study investigated a new writing task that utilizes drawing to elicit students' language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new,…
Descriptors: Freehand Drawing, Teaching Methods, Thinking Skills, Second Language Learning
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Eliassen, Erik; Zachrisson, Henrik Daae; Melhuish, Edward – European Early Childhood Education Research Journal, 2018
In countries with universal access to early childhood education and care (ECEC), child participation is high across a range of socioeconomic groups. However, ECEC quality is often varying, and many children spend much time in ECEC settings that are not necessarily high quality. In this observational study, we therefore examined the relationship…
Descriptors: Cognitive Development, Early Childhood Education, Toddlers, Foreign Countries
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Mihara, Kei – International Journal of Higher Education, 2018
Falling asleep in class is a common phenomenon among students in Japanese universities. There are several possible reasons for this: tiredness from daily routine such as commuting, difficulty concentrating in 90-minute classes, or simply a lack of motivation to study. In the English as a foreign language (EFL) classes, university students are…
Descriptors: Sleep, Student Motivation, Focus Groups, College Students
Koçyigit, Mehmet; Erdem, Cahit – Online Submission, 2018
This study examines master's and doctoral theses on English preparatory classes at tertiary level in Turkey in terms of completion year, thesis type, subject areas, data types, research design, sample groups, problem statements and recommendations. This study is a systematic review of literature and the data was collected through document analysis…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
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Ha, Hye Seung – English Teaching, 2019
Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical…
Descriptors: Undergraduate Students, Vocabulary Skills, Language Usage, Writing Skills
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Kim, Kyung; Clarianay, Roy B.; Kim, Yanghee – Educational Technology Research and Development, 2019
Summary writing is an important skill that students use throughout their academic careers, writing supports reading and vocabulary skills as well as the acquisition of content knowledge. This exploratory and development-oriented investigation appraises the recently released online writing system, "Graphical Interface of Knowledge…
Descriptors: Writing Skills, Vocabulary Skills, Physics, Science Instruction
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Menggo, Sebastianus; Suastra, I. Made; Budiarsa, Made; Padmadewi, Ni Nyoman – International Journal of Instruction, 2019
Needs analysis plays a vital role in developing speaking material and results in a powerful tool that helps teachers to design materials in line with the learners' target needs and learning needs. The aims of this research are to analyse the types of learners' target needs and learning needs for material development in the academic…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Needs Assessment
Kemp, Lisa Suzanne – ProQuest LLC, 2019
Native-English speaking adults use morphological decomposition to understand complex words (e.g. "farmer" becomes "farm-er"). Whether decomposition is driven by semantic organization is still unclear. It is also unclear whether ESL adults and elementary age children use the same word processing strategies as native speaking…
Descriptors: Language Processing, Morphemes, English, Native Language
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Schiera, Rachel – Childhood Education, 2016
Students' success in vocabulary learning is best gauged by authentic use of the targeted vocabulary in conversation and writing tasks. A vocabulary teaching approach that emphasizes meaningful repetition, relationship building, and concrete experiences encourages language development. This article explores a multi-age, multi-grade learning…
Descriptors: Communities of Practice, Vocabulary Development, Vocabulary Skills, Teaching Methods
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Greenwood, Charles R.; Carta, Judith J.; Kelley, Elizabeth S.; Guerrero, Gabriela; Kong, Na Young; Atwater, Jane; Goldstein, Howard – Elementary School Journal, 2016
In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and…
Descriptors: Intervention, Teaching Methods, Prompting, Outcomes of Education
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Lai, Stephanie A.; Schwanenflugel, Paula J. – Language, Speech, and Hearing Services in Schools, 2016
Purpose: Children from low--socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by "D" (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly…
Descriptors: Kindergarten, Low Income, Low Income Students, Socioeconomic Status
Greenwood, Charles R.; Carta, Judith J.; Kelley, Elizabeth S.; Guerrero, Gabriela; Kong, Na Young; Atwater, Jane; Goldstein, Howard – Grantee Submission, 2016
In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and…
Descriptors: Intervention, Teaching Methods, Prompting, Outcomes of Education
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Molnar, Gyongyver; Hodi, Agnes; Magyar, Andrea – AERA Online Paper Repository, 2016
Vocabulary knowledge assessment methods and instruments have gone through a significant evolution. Computer-based tests offer more opportunities than their paper-and-pencil counterparts, however, most digital vocabulary assessments are linear and adaptive solutions in this domain are scarce. The aims of this study were to compare the effectiveness…
Descriptors: Adaptive Testing, Vocabulary Skills, Computer Assisted Testing, Student Evaluation
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Sandbank, Michael; Yoder, Paul; Key, Alexandra P. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This investigation was conducted to determine whether young children with autism spectrum disorders exhibited a canonical neural response to word stimuli and whether putative event-related potential (ERP) measures of word processing were correlated with a concurrent measure of receptive language. Additional exploratory analyses were used…
Descriptors: Language Processing, Autism, Pervasive Developmental Disorders, Brain Hemisphere Functions
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