Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring ‘student-selected vocabulary’-Reference-Cited by-同舟云学术

Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring ‘student-selected vocabulary’

Published:2014-08-15 Issue:1 Volume:29 Page:62-78
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Choi Mui Lan,Ma Qing

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

http://www.tandfonline.com/doi/pdf/10.1080/09500782.2014.942318

Reference50 articles.

1. Effects of a Learner-Centred Environment on the Academic Competence and Motivation of Students at Risk

2. A personalized approach to analyzing ‘cost’ and ‘benefit’ in vocabulary selection

3. Social identity theory and the perception of intergroup relations in Hong Kong

4. Chui, Sze Yan. 2005. “An Investigation of the English Vocabulary Knowledge of University Students in Hong Kong.” M. Phil diss. The Chinese University of Hong Kong.

Cited by 17 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The effectiveness of artificial intelligence on English language learning achievement;System;2024-10

2. ESL teachers’ experiences in engaging with published research findings: an interpretative phenomenological analysis;Innovation in Language Learning and Teaching;2024-02-20

3. Investigating the impact of a mobile learner-generated-content tool on pupils' after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study;International Journal of Mobile Learning and Organisation;2023

4. Integrating instructional designs of personalized learning through the lens of universal design for learning;Journal of Computer Assisted Learning;2022-09

5. ‘I realised I only knew the word partly’: student beliefs about vocabulary knowledge and learning in different grades and proficiency levels;The Language Learning Journal;2022-01-17