This study integrates a larger research empirical project that examines second language (SL) learners’ profiles and valid procedures to perform complete and diagnostic assessment in schools. 102 learners of Portuguese as a SL aged 7 and 17 years speakers of distinct home languages were assessed in several linguistic tasks. In this article, we focused on writing performance in the specific task ...

for DBER Group Discussion on 2015-10-22 Presenter(s), Department(s): Trisha L. Vickrey, Kaitlyn Rosploch, and Marilyne Stains Department of Chemistry, University of Nebraska, Lincoln Title: Measurement of Faculty’s Fidelity of Implementation of Peer Instruction following an Intensive Professional Development Workshop Abstract: Peer Instruction is an evidence-based instructional strategy that ha...

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students’ reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students’ reading comprehension in computerized reading contexts. Overall, some instances of metacognitiv...

In this paper, we try to expand the lenses classically used in social psychology of development, and in particular, in the post-Piagetian tradition, to recent contributions of social and cognitive dynamics in development and learning. Psychological development has to be redefined as involving socially framed, culturally mediated and interpersonally negotiated processes, and the dynamic relation...

Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearche...

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning obje...

According to Bandura’s social cognitive theory, self-efficacy and self-regulation are key processes that affect students’ learning and achievement. This article discusses students’ reading and writing performances using Zimmerman’s four -phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills a...

This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental ...

Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk ...