2017
DOI: 10.1016/j.tsc.2017.10.004
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Influence of explicit higher-order thinking skills instruction on students’ learning of linguistics

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Cited by 61 publications
(57 citation statements)
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“…To sum up, in comparison to what happened before 2014, the teaching and learning of English linguistics after 2014, as reflected from results of ULIS OTA alignment examination project as well as in Nguyen and Nguyen (2017) and Nguyen (2018) evidence many changes. In terms of expected learning outcomes, by 2018, the expected learning outcomes are stated explicitly with the use of action verbs in all syllabi of English linguistics courses; the learning outcomes were prevalently set to be at high levels of Analyzing and even Utilization in Marzano's taxonomy (before 2014, the learning outcomes were confined mostly to Retrieval and Comprehensions -the two low levels in Marzano's taxonomy).…”
Section: 1mentioning
confidence: 89%
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“…To sum up, in comparison to what happened before 2014, the teaching and learning of English linguistics after 2014, as reflected from results of ULIS OTA alignment examination project as well as in Nguyen and Nguyen (2017) and Nguyen (2018) evidence many changes. In terms of expected learning outcomes, by 2018, the expected learning outcomes are stated explicitly with the use of action verbs in all syllabi of English linguistics courses; the learning outcomes were prevalently set to be at high levels of Analyzing and even Utilization in Marzano's taxonomy (before 2014, the learning outcomes were confined mostly to Retrieval and Comprehensions -the two low levels in Marzano's taxonomy).…”
Section: 1mentioning
confidence: 89%
“…In this paper, in order to draw a picture of teaching and learning English linguistics at ULIS over the last 10 years, I based myself on three major sources of information: (i) the two papers by Nguyen, Nguyen, Nguyen, and Doan (2015) and Nguyen, Nguyen, Nguyen, and Doan (2016) which report on empirical studies conducted in late 2014, early 2015; (ii) two papers by Nguyen and Nguyen (2017) and Nguyen (2018) which report on innovative action research projects conducted from 2015 to 2017 by teachers of English linguistics of ULIS; and (iii) my own observation as a teacher of English linguistics and a developer of English linguistics courses at ULIS since 2009. Although the scope and aims of the four studies are not quite similar, they all share the aim of investigating how English linguistics was taught and learnt at ULIS.…”
Section: Sources Of Datamentioning
confidence: 99%
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