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• “I could learn more words” : involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment 

  Leontjev, Dmitri; Huhta, Ari; Koskela, Kristina (Suomen soveltavan kielitieteen yhdistys, 2024)

  There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper ...

• The Effectiveness of Internet-based Multimedia Assisted Language Learning (IB-MALL) in Improving Students’ English Proficiency under Sino-foreigner Cooperative Education Context From Students’ Perspectives 

  Liu, Qirui (2019)

  This empirical study is intended to explore the effectiveness of Internet-based Multimedia Assisted Language Learning (IB-MALL) under the Sino-foreign cooperative education context from students’ perspectives in China. ...

• Frequency Change Patterns across Proficiency Levels in Japanese EFL Learner Speech 

  Abe, Mariko (Centre for Applied Language Studies, University of Jyväskylä, 2014)

  This study investigated the overall patterns of variation across seven oral proficiency levels of 1,263 Japanese EFL learners and native English speakers. The methodological approach combined a learner corpus, language ...

• Between theory and practice : foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden 

  Nilsson, Tore; Harjanne, Pirjo; Rosell Steuer, Pernilla (Centre for Applied Language Studies, University of Jyväskylä, 2019)

  The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective ...

• Informal learning and its effects on students' graded and self-assessed proficiency in Finland 

  Takamaa, Jesse (2017)

  Englannin, kuten muidenkin kielten oppimisessa on tärkeää, että oppilaat altistuvat autenttiselle kielelle. Pelkästään oppikirjoihin ja luokassa tapahtuvaan keskusteluun tukeutuminen ei yksin riitä. Informaali oppiminen ...