Cargando…

The quality enhancement of action research on primary school English instruction in Chinese rural areas: An analysis based on multimodality

This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance. Four English teachers’ 9 real classroom teaching videos before a...

Descripción completa

Detalles Bibliográficos
Autores principales:	Zhang, Haiyan, Han, Cunxin, Ma, Hongyan, Wang, Liusheng
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9558831/ https://www.ncbi.nlm.nih.gov/pubmed/36248499 http://dx.doi.org/10.3389/fpsyg.2022.1013021

Ejemplares similares

Facilitative Effects of Embodied English Instruction in Chinese Children
por: Guan, Connie Qun, et al.
Publicado: (2022)

Students’ English-medium instruction motivation in three English-medium instruction courses in China
por: Zhang, Mengjia, et al.
Publicado: (2023)

English-medium instruction in Tunisia: Perspectives of students
por: Abdeljaoued, Marii
Publicado: (2023)

English learning anxiety of Chinese rural junior high school students under the online class mode
por: Yu, Qiangfu, et al.
Publicado: (2023)

In English Medium Instruction you can walk and chew gum
por: Han, ZhaoHong
Publicado: (2023)

Editorial: English medium instruction in the Middle East and North Africa
por: Elyas, Tariq, et al.
Publicado: (2023)

English Phrase Learning With Multimodal Input
por: Huang, Yuanlin, et al.
Publicado: (2022)

English literacy instruction for chinese speakers
por: Reynolds, Barry Lee, et al.
Publicado: (2019)

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context
por: Wang, Changmi
Publicado: (2021)

Book Review: English Medium Instruction: Content and Language in Policy and Practice
por: Huang, Liyan
Publicado: (2021)

A Study of the Relationship Between Students’ Global Perspective and Willingness to Communicate in English at an English Medium Instruction University in China
por: Xiao, Yuehai, et al.
Publicado: (2022)

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners
por: Dai, Jianchun, et al.
Publicado: (2023)

Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students
por: Zhang, Hongyan, et al.
Publicado: (2021)

Instructed Task Demands and Utilization of Action Effect Anticipation
por: Gaschler, Robert, et al.
Publicado: (2012)

Publishing in English or Chinese: a qualitative analysis of Chinese researchers’ academic language choice
por: Cui, Jing, et al.
Publicado: (2023)

Developing Chinese university students’ academic literacies in English language classrooms via a production-oriented approach: an action research perspective
por: Gao, Yajuan, et al.
Publicado: (2023)

Multimodal Irregular Self-Selection in Chinese Postgraduate English as a Foreign Language Learners’ Conversation: When, How, and Why
por: Ji, Mengmeng, et al.
Publicado: (2022)

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education
por: Nguyen, Loc Tan, et al.
Publicado: (2021)

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy
por: Zhang, Lu, et al.
Publicado: (2022)

The sociolinguistic problems of English medium instruction in the Middle East and North Africa: Implications for epistemic access
por: Ntombela, Berrington Xolani Siphosakhe
Publicado: (2023)

Using English medium instruction to teach a general course in a College of Business and Management
por: Oraif, Iman, et al.
Publicado: (2022)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

“Transparency” of Textbook Activities as Perceived by Chinese Middle School English Teachers With Different Professional Experience
por: Xu, Hao
Publicado: (2021)

Mobile-assisted focus on forms in English for academic purposes instruction: Investigating the impacts on learning academic words
por: Xodabande, Ismail, et al.
Publicado: (2023)

How Primary School Children Perceive Tolerance by Technology Supported Instruction in Digital Transformation During Covid 19
por: Sakalli, Özge, et al.
Publicado: (2021)

The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
por: Joye, Nelly, et al.
Publicado: (2020)

A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: human-AI robot interaction and paper books
por: Feng, Yang, et al.
Publicado: (2023)

English as a foreign language teacher engagement with culturally responsive teaching in rural schools: Insights from China
por: Kong, Delin, et al.
Publicado: (2022)

ICT literacy, resilience and online learning self-efficacy between Chinese rural and urban primary school students
por: Li, Jiaxin, et al.
Publicado: (2022)

Look for the meaning of rural school work: Qualitative study on identity of comprehensive teachers in rural primary schools in China
por: Lian, Yang, et al.
Publicado: (2023)

Differences in Intersubject Early Readiness Potentials Between Voluntary and Instructed Actions
por: Zhang, Lipeng, et al.
Publicado: (2020)

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective
por: Sun, Xiaohui, et al.
Publicado: (2021)

A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction
por: Sun, Qiang, et al.
Publicado: (2021)

An investigation of multicultural personality traits of EFL learners in English as a medium of instruction setting: The case of Saudi Arabia
por: Alghizzi, Talal Musaed, et al.
Publicado: (2022)

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning
por: Wei, Ling
Publicado: (2023)

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms
por: Heitzmann, Nicole, et al.
Publicado: (2021)

The iPad as a Research Tool for the Understanding of English Plurals by English, Chinese, and Other L1 Speaking 3- and 4-Year-Olds
por: Xu Rattanasone, Nan, et al.
Publicado: (2016)

Analysis of school support: Systematic literature review of core Chinese- and English-language journals published in 2000–2021
por: Li, Jun, et al.
Publicado: (2022)

The “secrets” of English private tutoring in China: Chinese students’ experiences of study abroad test preparation in cram schools
por: Zhang, Cong, et al.
Publicado: (2023)

The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices
por: Estaji, Masoomeh, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_iap5gi3rhehdad58g752pfpsoi