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Promoting Second Language Writing through Technology-Driven Multimodal Text Feedback
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Weimei Li; Xiuwen Chen; Lihe Huang – Innovation in Language Learning and Teaching, 2024
Purpose: Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong's (Chong, S. W. 2019. "College Students' Perception of e-Feedback: A Grounded Theory Perspective."…
Descriptors: Second Language Learning, Writing Instruction, Educational Technology, Feedback (Response)
Navigating the Challenges of L2 Reading: Self-Efficacy, Self-Regulatory Reading Strategies, and Learner Profiles
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Graham, Suzanne; Woore, Robert; Porter, Alison; Courtney, Louise; Savory, Clare – Modern Language Journal, 2020
Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners' self-efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between…
Descriptors: Second Language Learning, French, Reading Strategies, Reading Instruction
Effective Feedback for Language Assessment
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Franc, Catherine; Morton, Annie – Research-publishing.net, 2020
The provision of effective feedback is challenging and remains a much-criticised element of the Higher Education (HE) student experience. This case study examines innovative approaches to providing feedback for modern foreign language assessment, based upon a small scale study at the University of Manchester (UoM). We identify problematic areas in…
Descriptors: Feedback (Response), Foreign Countries, Teacher Student Relationship, Instructional Effectiveness
Self-Efficacy of College Intermediate French Students: Relation to Achievement and Motivation
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Mills, Nicole; Pajares, Frank; Herron, Carol – Language Learning, 2007
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French…
Descriptors: Learning Motivation, Epistemology, Working Hours, Self Efficacy
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening
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Vandergrift, Larry – Applied Linguistics, 2005
This paper examines the relationships among motivation, metacognition, and proficiency in listening comprehension. Adolescent learners of French (N = 57) completed two questionnaires. A motivation questionnaire tapped student responses to three orientations related to motivation: amotivation, intrinsic, and extrinsic. A metacognitive awareness…
Descriptors: Questionnaires, Personal Autonomy, Metacognition, Listening Comprehension
Exploiting the Potential of a Computer-based Grammar Checker in Conjunction with Self-Monitoring Strategies with Advanced Level Students of French.
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Burston, Jack – CALICO Journal, 2001
Reports on a study of grammar checker usage that surveys the steps taken to successfully integrate it into the curriculum of an advanced level French course. Identifies the pedagogical limits of computer-based grammar checking, explores practical applications, measures short- and long-term effectiveness, and considers the role of self monitoring…
Descriptors: Advanced Students, Computer Assisted Instruction, Computer Software, Error Correction