Normal experiential learning that leads to an expert professional in clinical practice is associated with prolonged exposure to that practice. The overriding idea is that by simulating clinical scenarios, learning is accelerated by the debriefing/feedback session. The expert knowledge is made explicit to the trainee and reinforced with video and verbal feedback. Definition Simulate: Latin simul...

The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...

Incorporating theory into practice is not a simple but rather dialectical and complex process of observing, scaffolding, reflecting, coordinating prospective teachers (PT) at teaching practicum. It has been observed that interaction in the form academic feedback between cooperative (CT) PTs poor. The study explores perception CTs, UTs (University teachers) about practices to bridge theory-pract...

The current emphasis on higher order thinking skills (HOTS) has inspired many EFL educators to explore the impact of merging different pedagogical teaching and assessment strategies on the enhancement of thinking skills. Responding to such a growing need to investigate the effect of diverse teaching strategies on HOTS, the present study aimed to explore the impact of the integration of portfoli...

A DEFINITION of a group practice might wvell be given as follows:-A group medical practice is one in which two, three, four, five or more family doctors combine to work as general practitioners from a main consulting room centre. A branch surgery or surgeries may also be required depending on the distribution of the patients geographically. Ancillary staff in the way of receptionists, caretaker...

One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF(, and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgradua...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...

This study assessed plasticity of inhibition in older adults through examining retest practice effects in a six-session training paradigm using the Stroop task and the training-induced transfer effects to a range of cognitive measures. Fifty-six older adults (aged 60-84 years, mean = 71.05, standard deviation = 6.17) participated in this study. They were evenly assigned to one of four groups: s...