By Douglas.T.Roman
No Description Available.
FORMAT: Softcover
By Ruiling Lu
This study compared the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and perceived learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback. Quasiexperimental design was used to test group differences on the dependent variables. Participants were forty-eight freshmen enrolled in two English composition classes at an American urban university. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group. The results of the experiment showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peers’ writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.
FORMAT: E-Book
By Ruiling Lu
This study compared the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and perceived learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback. Quasiexperimental design was used to test group differences on the dependent variables. Participants were forty-eight freshmen enrolled in two English composition classes at an American urban university. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group. The results of the experiment showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peers’ writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.
FORMAT: Softcover
By Ruiling Lu
This study compared the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and perceived learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback. Quasiexperimental design was used to test group differences on the dependent variables. Participants were forty-eight freshmen enrolled in two English composition classes at an American urban university. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group. The results of the experiment showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peers’ writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.
FORMAT: Hardcover
By LI Huadong
This book tries to solve a practical problem, that is, the general lack of the spoken English achievement test (SEAT) in the college English teaching for non-English majors in mainland China. To achieve this purpose, it first reviews theories and techniques relevant to speaking and language testing, then conducts empirical research into four SEAT formats, and finally puts forward a presentation and discussion (P&D) SEAT format. It can make the “impractical” SEAT practical, thus promoting testing, and in turn, teaching and learning of spoken English for non-English majors in Chinese universities in order to meet the social and learners’ individual needs for the English speaking skill.
FORMAT: Softcover
By Dr. Harry Irving Ed. D.
Cuadro-Palabra y oración simple del Dr. Irving de Children's reserve, consistiendo en 180 cuadros de algunos animales seleccionados y las cosas comunes y sus nombres, que los estudiantes necesitan aprenderlos y utilizar en algunas oraciones o frases simples se apuntan para los grados primarios y especialmente para el inglés (ESOL) para los altavoces de otros estudiantes de las idiomas.
El propósito del libro es permitir a profesores incorporar, suplir y aumentar actividades que aprenden significativas y agradables en programas de los artes de la lectura y de la lengua.
Además de este libro, el Dr. Irving ha diseñado corresponder:
“libro del colorante”.
“paquete de las etiquetas del cuadro y del nombre”.
“hojas del gravamen del crucigrama”.
“hojas del gravamen de la búsqueda de la palabra”.
Estos materiales son a deben y están disponibles y se pueden comprar por separado o en un paquete.
También, observe por favor que este libro viene en versiones Francesas y. Inglés.
FORMAT: Softcover
By Dr. Harry Irving Ed. D.
Image-Word et phrase simple de Dr. Irving's d'Children's réservez, en se composant de 180 images de quelques animaux choisis et des choses communes et leurs noms, que les étudiants doivent les apprendre et employer dans quelques phrases ou expressions simples est visées pour les catégories primaires.
Le but du livre est de permettre à des professeurs d'incorporer, compléter et augmenter l'étude signicative et agréable dans des programmes d'arts de lecture et de langue.
En plus de ce livre, Dr. Irving a conçu une correspondance :
- livre de coloration.
- paquet d'étiquettes d'image et de nom.
- feuilles d'évaluation de jeu de mots croisé.
- feuilles d'évaluation de recherche de Word.
Ces matériaux sont a doivent et sont disponibles et peuvent être achetés séparément ou dans un paquet.
En outre, notez svp que ce livre vient dans des versions Anglais et Espagnol.
FORMAT: Softcover
By Dr. Harry Irving Ed. D.
Dr. Harry Irving, an African American in his autobiography Uncle Harry's Stories, Looking Back Blackly And Proudly, Growing up in America. tells about his great grandparents, who were slaves and his parents Louise and James Irving, his father was illiterate and his mother who only had a fifth grade education, raised nine children. Dr, Irving attended racially segregrated public schools in the 1940s and the 1950s in his native state of West Virginia. He served honorably in the United States Air Force during the Korean War. Dr. Irving earned his AA degree (1959) Los Angeles City College, BA (1962) and MA (1972) California State University, Los Angeles, and his Doctorate degree (1990) Pepperdine University.
FORMAT: Softcover
By by Rupi K. Sandhu, Illustrated by Gauri Sharma
This story is about a boy, Harman, who with his parents has just emigrated from India. Starting a new school in a new country is full of anxiety for him. He's worried that he will not be able to make new friends. Understanding the concerns of her son, his mother provides comfort and facilitates his preparation for the new school.
An extremely valuable book that addresses concerns of the children prior to adjusting in different cultural settings. This dual language (Punjabi-English) book is also a useful tool to aid second language learning.
FORMAT: Softcover