Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact.
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| Title: | Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact. |
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| Authors: | Buragohain, Dipima1 |
| Source: | Journal of Language Teaching & Research. Mar2018, Vol. 9 Issue 2, p243-249. 7p. 1 Diagram, 4 Charts. |
| Subject Terms: | *Language ability, *Classroom environment, *Student engagement, English language, Innovation adoption |
| Abstract: | Classroom assessments are one of the most essential educational tools which can help teachers understand what their students are learning, by means of a) identifying students' strengths and weaknesses, b) monitoring their learning and progress, and c) planning and conducting instruction. The current study aims at investigating various strategies of classroom assessments for improving writing proficiency of English language learners (ELLs) while highlighting primarily on three parameters: 1) innovation (new and innovative classroom assessment strategies), 2) interaction (student interactivity and engagement), and 3) impact (impact of the new assessment strategies on ESL writing proficiency in particular and overall learning process and proficiency in general). [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129672654 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Buragohain%2C+Dipima%22">Buragohain, Dipima</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Mar2018, Vol. 9 Issue 2, p243-249. 7p. 1 Diagram, 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation+adoption%22">Innovation adoption</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Classroom assessments are one of the most essential educational tools which can help teachers understand what their students are learning, by means of a) identifying students' strengths and weaknesses, b) monitoring their learning and progress, and c) planning and conducting instruction. The current study aims at investigating various strategies of classroom assessments for improving writing proficiency of English language learners (ELLs) while highlighting primarily on three parameters: 1) innovation (new and innovative classroom assessment strategies), 2) interaction (student interactivity and engagement), and 3) impact (impact of the new assessment strategies on ESL writing proficiency in particular and overall learning process and proficiency in general). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129672654 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.0902.04 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 243 Subjects: – SubjectFull: Language ability Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Student engagement Type: general – SubjectFull: English language Type: general – SubjectFull: Innovation adoption Type: general Titles: – TitleFull: Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Buragohain, Dipima IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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