This holds true if you are a new teacher just taking the reins, or a veteran teacher who has worked with learners all around the world. With just a bit of browsing, you can find exactly what you need to put together a lesson your students will love!ĮLL (English Language Learner) websites, or websites specifically designed for English learners, are a great resource for implementing new and interesting material into your classroom. Luckily, it’s easier than ever not to be that kind of teacher. We’ve all had those teachers who put you to sleep. That’s right, it’s time to put down those textbooks and induce creative learning with interactive and engaging online material. Sublime English education content is right at your fingertips. Reading comprehension scores also have a strong positive correlation with RAI (r = 0.989) and BOS (r = 0.954), which indicates that higher attention rates produce higher reading comprehension scores.JanuWith or Without You: 7 ELL Websites to Benefit Your Students in or out of Class According to the BOS, the NO mode reached the highest distraction rate (31%), compared to the lowest NS mode (9%). Students in the NS group demonstrated longer sustained attention spans than those in the NO group. However, students' selective attention for the narration with the screen text (NS) group was substantially greater than the narration-only (NO) group. The results show that the overall effects of media presentation differences on students' attention are non-significant. Following the treatment implementation, we adopted a comprehension test, the reading attention inventory (RAI), and a classroom behavior observation sheet (BOS). The participants attended 5 short stories presented in 4 different modes. The participants comprised 138 students from 4 classes of third grade elementary school students from New Taipei City, Taiwan. We adopted an experimental design to investigate the effects of various media presentation modes on the reading attention and comprehension of Taiwanese elementary school students.
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