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Lista de candidatos sometidos a examen:
1) research question (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: research question


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt383 - : • Main research question (Following Oxford's classification of LLSs): Which Language Learning Strategies do successful English pedagogy students use ?

2
paper CL_LiteraturayLingüísticatxt383 - : This section provides the results for the main research question: Which Language Learning Strategies do successful English pedagogy students use ?

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paper CL_LiteraturayLingüísticatxt383 - : This section provides the results of the research question: What are the most prevalent LLSs that successful learners use, direct or indirect ?

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paper CL_LiteraturayLingüísticatxt383 - : The following section provides the results of the research question: Do successful language learners exhibit a balance between frequency of use and use of strategy types ?

5
paper CL_LiteraturayLingüísticatxt512 - : This is an exploratory case study that attempted to inquire in depth (^[61]Bassey, 2000) the positive or negative influence of the inclusion of poetry on the development of a group of EFL learners’ language competence, that is to say, the understanding, production, and negotiation of meaning, in a Colombian setting. As suggested by ^[62]Saunders Lewis, and Tornhill (2013), this exploratory case study was conducted in order to determine possible results, not intended to provide conclusive evidence or definite answers. It rather sought to reach a better understanding of the research topic and to analyze new data and new insights based on a specific research question. Data from participants’ direct voices, verbal forms (^[63]Candlin & Hall, 2002), and personal experiences with poetry, including their difficulties and achievements, supported this analysis. Te research question leading this study was: How does poetry influence a group of EFL language competence learners through transactional

6
paper CO_ColombianAppliedLinguisticsJournaltxt129 - : The response to the research question: Do words within a context become easier to recognize than words devoid of context ? is addressed by stating that words devoid of context are more likely to be recognized than words within a simulated situational context supported by visual cues and embedded at the discourse level as shown in the quantitative analysis section of this study, and as observed based on the characteristic of test 4. Although further research needs to be conducted in order to validate this statement.

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paper CO_ColombianAppliedLinguisticsJournaltxt160 - : Research question. Supported by three main theoretical principles, Relational Teaching, critical ICC, and multicultural literature, this qualitative action research was led by the following research question: How might advance learners foster ICC through the inclusion of multicultural short stories mediated by the Relational Teaching in an EFL classroom at a public university ?

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paper CO_ColombianAppliedLinguisticsJournaltxt160 - : To answer the research question, I focused on a holistic approach through four main data collection instruments: (1 ) I took field notes each class in which I completed entries about students' interaction with the literary texts, including the commonalities they discussed and the aspects of ICC that they developed during the reading and class discussion based on my observations. (2) I collected three journals from students in which they reported their experience with each multicultural short story. Each journal was collected immediately after the study of each short story. (3) I used a semi-structured interview held at the end of the pedagogical intervention in which I inquired as to the intercultural knowledge participants had learned and which aspects of ICC (knowledge, skills, and attitudes) they had developed. (4) I also collected participants' response papers (artifacts) in which they wrote their critical views about the topics and commonalities they had discussed orally. These

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paper CO_ColombianAppliedLinguisticsJournaltxt95 - : The study reported in this article derives from a major study on the effects of web-based and face-to-face instruction modalities in the reading comprehension of graduate students. The minor study we report focuses on the use of reading and language learning strategies used by a group of graduate EFL learners. This small scale study uses statistical analysis and descriptive analysis to report the findings. The overarching research question that guided the major study was: what are the effects of the web-based and face-to-face instruction modalities in reading comprehension in English in graduate students at the Universidad de Antioquia ?

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paper CO_ColombianAppliedLinguisticsJournaltxt208 - : The present study relies upon the action research paradigm (Burns, 2001) to answer the following research question: In what ways do community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality ? For Burns (2001), action research is a methodology that combines action and research where findings are put into practice. "It is a form of inquiry in which practitioners reflect systematically about their practice in order to obtain results that contribute to improve and build knowledge. It follows cyclical stages in which practitioners observe, reflect, revise, plan and act" (Burns, 2001, p. 33).

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paper CO_ColombianAppliedLinguisticsJournaltxt268 - : These limitations led us as teacher-researchers to conduct deeper systematic research to analyze which social unrest affected learners’ investment in their language learning and, in addition, in which way the social relationships built in the classroom-whether oppression, prejudice, or exclusion-influenced their identity as English language learners as well as low academic performance. Therefore, a one-year descriptive case study was carried out in 2016, aiming at collecting data from learners’ opinions about how they saw themselves as language learners and which social factors affected their level of investment. This research inquiry was led by this research question: How do social relations influence a group of adolescent EFL learners’ identity formation as investors in their learning process ?

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paper CO_ColombianAppliedLinguisticsJournaltxt237 - : As a way to address this issue, we used authentic videos to foster listening skills and the meaning-making process under a multiliteracies approach. Consequently, we regard language from an integrative perspective and not from an isolated skills perspective. With this in mind, this study was guided by the following research question: How do video-mediated listening activities contribute to the construction of meaning under a multiliteracies approach in English ? Based on the research question, the general objective posed was to analyze how the construction of meaning is developed through the implementation of video-mediated listening activities. In addition, two specific objectives were also considered, (a) to identify the factors that allow meaning construction through videos under a multiliteracies framework, and (b) to describe how a multiliteracies-oriented approach allows students to develop their listening comprehension.

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paper CO_ColombianAppliedLinguisticsJournaltxt138 - : On the other hand, the following three categories are related to the second research question: First, project work promotes peer monitoring and scaffolding in the writing process ; second, project work can allow teachers to facilitate students' meaningful writing process in the L2; and third, project work can facilitate the expression of feelings, likes, advice, concerns, and necessities.

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paper CO_ColombianAppliedLinguisticsJournaltxt118 - : The first research question was: in a subtractive bilingualism setting, how will NNES elementary ELL teachers implement culturallyresponsive teaching tenets and principles when teaching elementary ELL classrooms ?

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paper CO_ColombianAppliedLinguisticsJournaltxt118 - : The second research question was: What is/ are the optimal culturally responsive leadership profile(s ) which helped research participants to perform ELL curriculums' transformation in a predominantly subtractive bilingual setting?

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paper CO_ColombianAppliedLinguisticsJournaltxt151 - : As such, the present study was guided by the following research question: Do engineering university students perceive the use of interactive graphical and technological strategies in the context of EFL reading as effective ?

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paper CO_ColombianAppliedLinguisticsJournaltxt151 - : Although not significant due to the sample, the results from the present study confirm the research question: Do engineering university students perceive the use of interactive graphical and technological strategies in the context of EFL reading as effective ? Hence, those students perceived the use of IGOs in the context of EFL reading as effective and efficient, according to what students expressed themselves.

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paper CO_ColombianAppliedLinguisticsJournaltxt293 - : This study took place in a secondary school with an official inclusion program. There are 32 students with functional diversity. Their needs were described as intellectual, learning, mental, physical, and language-speech. Four English language teachers were invited to problematize their teaching practices regarding FD inclusion. The research question was formulated as follows:

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paper CO_ColombianAppliedLinguisticsJournaltxt302 - : to the research question: To what extent do pair-work assignments promote educational research in undergraduate pre-service EFL teachers ?

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : The following research question was formulated: What might the implementation of memory strategies inform us about the acquisition of vocabulary through fables in a group of teenagers with a low-level of English proficiency in a public school at El Espinal ?

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paper CO_ColombianAppliedLinguisticsJournaltxt241 - : From our initial analysis, it was evident that more opportunities to practice English orally out of the classroom were needed. After a discussion between the researchers and the thesis advisor about possible alternatives to approach the situation, Skype appeared as an excellent alternative due to its multiple advantages including real-time communication through video, text, and voice, and its friendly use and easy access to get in touch with people anywhere in the world. With this in mind, we posed the following research question: What are the effects of using Skype sessions out of the EFL classroom on the oral production of a group of EFL learners in a private university ? The main purpose was to identify the aspects of oral production that are affected by the implementation of Skype beyond the EFL classroom.

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paper CO_ColombianAppliedLinguisticsJournaltxt76 - : In this study, the researcher developed stages in which the students planned, drafted, and published final texts in an e-portfolio, stored at a social publishing platform called Webs. com. This study sought to answer the following research question: How will the use of the genre process approach and e-portfolio dossier help eleventh graders improve their short story writing skills ? Accordingly, the study aimed to analyze the effects that the different stages of the genre process approach and the e-portfolio dossier implementation have on the short story writing process, examine how short stories are improved following the genre process approach core features and using the e-portfolio dossier, and expand the methodological framework in the field of technology-assisted writing.

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paper CO_ColombianAppliedLinguisticsJournaltxt76 - : Taking into account the twofold nature of the research question, it was necessary to separate the instruments in two different files: Genre-process approach (GPA ) and e-portfolio dossier. The GPA file contained all the meaningful instruments that were used during the pre-and while-writing stages to improve students' short story writing process. In the e-portfolio file, evidence of students' development in the construction of their own web pages was stored chronologically. Due the great amount of collected information, the deductive (theory-driven) approach suggested by Miles and Huberman (1994) was used for reducing and systematizing the data.

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paper CO_ColombianAppliedLinguisticsJournaltxt76 - : According to Strauss and Corbin (1990), categories are formed by grouping similar incidents, events or other instances of phenomena under the same label. After revising the data with the aim of finding the commonalities to answer the action research question, a new sub-question about the actions performed by the learners in each one of the writing process stages emerged from the analysis: What specific actions will the learners carry out to improve the short story writing process and the implementation of the e-portfolio dossier ?

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paper CO_ColombianAppliedLinguisticsJournaltxt249 - : To explore whether the linguistic interdependence hypothesis with respect to the development of early literacy skills also has a significant effect in the L2^L1 direction, we posed the following research question:

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paper CO_ColombianAppliedLinguisticsJournaltxt271 - : In order to achieve the aim of the action research study described in this paper and to answer the posited research question, a plan for the investigation was developed in six sessions ([50]See Appendix 3) that included the four main stages of the action research cycle: plan, act, observe and reflect (McAteer, 2013 ).

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paper CO_ColombianAppliedLinguisticsJournaltxt126 - : In order to account for these aspects, the research posed the following question: How does a group of pre-service Social Studies teachers construct meaning based on text-based tasks in an EFL class? Based on the research question, the objective posed was: to identify, describe, and analyze how pre-service Social Studies teachers construct meaning based on text-based tasks designed from issues pertaining to their field of study .

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paper CO_ColombianAppliedLinguisticsJournaltxt126 - : This interpretive qualitative research study (Merriam, 2002) takes place at a public university in Bogotá, with pre-service Social Studies teachers who belong to an undergraduate program called Licenciatura en Educación (Bachelor in Education). It aims to respond to the research question: How does a group of pre-service Social Studies teachers construct meaning based on text-based tasks in an EFL class ?

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paper CO_ColombianAppliedLinguisticsJournaltxt126 - : The data analysis process led me to identify one core category and three subsidiary categories that answer the research question: How does a group of pre-service Social Studies teachers construct meaning based on text-based tasks in an EFL class ? As stated by Strauss and Corbin (1990), a core (or nucleus) category must be the sun standing in orderly systematic relationship to its planet. Although each subsidiary category stands alone, they collectively relate to the core category and also have a relationship among themselves. I called the core category that emerged from the analysis of the data: Habitus (Bourdieu, 1977) and this will be explained in detail after the analysis of three subsidiary categories identified.

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paper CO_ColombianAppliedLinguisticsJournaltxt89 - : This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students understand science concepts and improve their reading comprehension ability. The research question posed was: How can the implementation of intensive reading skills help fifth grade students to decipher information in a science contentbased class ?

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paper CO_ColombianAppliedLinguisticsJournaltxt89 - : Three main concepts emerge after analyzing the research question: CLIL, intensive reading, and deciphering information . CLIL methodology entails the use of different language strategies, i.e. intensive reading, to foster learners' development of both language and content skills. In addition, under the CLIL framework, cognition emerges as a relevant component of effective instruction. In this regard, the Information Processing Theory which explains what deciphering entails may support the CLIL teacher in terms of planning activities addressed to organize and re-elaborate information when helping learners understand a text.

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paper CO_ColombianAppliedLinguisticsJournaltxt31 - : (See [27]Appendix 1). As it is advisable to have another instrument to validate the data analysis, we used students' essays in order to have our students expand on their perceptions and to know their position in relation to culture in foreign language learning (See [28]Appendix 2).This brief report of our research was written after the questionnaires were analyzed because, as we wanted our participants to elaborate on their interpretations, prompts based on their answers to the questionnaire were needed. The research question we wanted to work on was: How do EFL students interpret cultural aspects embedded in foreign language learning ?

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paper CO_ColombianAppliedLinguisticsJournaltxt258 - : This research project aims to answer the following question: How does the development and implementation of customized lessons with cultural content contribute to the learning of EFL among undergraduates at a state university in south-eastern Colombia? To answer the research question, we established the following objectives: the general objective is to analyze the results of developing and implementing customized lessons with cultural content in the learning of EFL among undergraduates . Then, we established the following specific objectives: (a) to explore undergraduates’ responsiveness to cultural issues and activities in their process of learning English, (b) to describe the incidence of learning activities that cater for students’ learning styles and provide learning strategies to reach undergraduates’ learning goals, and (c) to assess the suitability and effectiveness of customized lessons in helping undergraduates’ EFL learning progression.

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paper CO_ColombianAppliedLinguisticsJournaltxt188 - : The seminar ended and we continued working as advisors. Many students completed different research projects and for us questions kept arising. However, there had not been a specific evaluation on the kind of effect that AR processes had produced in the different participants. Therefore, we defined our research question for the present study as: What is the impact of action research projects in the professional development of student-teachers, cooperating teachers, and advisors in two public schools within a FLTP academic practicum ?

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paper CO_ColombianAppliedLinguisticsJournaltxt163 - : This qualitative report was built upon seven selected pre-service teachers' narratives after active participation in the cyberlearning workstations program (CWP), which was a service-learning project sponsored by our university. Using Ginsburg's (cited in Riessman,1993) narrative analysis approach, the authors explored how to effectively train pre-service teachers on how to teach elementary English reading content using the experimental cyberlearning pedagogical model (Ekiaka Nzai & Feng, 2013). To do so, the following research question guided our query: How can Net Gen pre-service teachers be effectively prepared to teach elementary English reading content using the cyberlearning workstation frame as the core medium of instruction ?

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paper CO_ColombianAppliedLinguisticsJournaltxt164 - : Peer-tutoring has been the focus of our research work in the BA program in Modern Languages in a public university for six years. In previous research and publications, we examined first semester students' learning as they were tutored by more advanced peers (Viáfara & Ariza, 2008; Ariza & Viáfara, 2009a). In this article, the focus of attention is shifted and last semester students' knowledge and ability development become the main issue under examination. Thus, we posed the following research question to guide our study: How does student teachers' membership in a study and research group shape them academically and personally as they tutor their first semester peers ?

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paper CO_ColombianAppliedLinguisticsJournaltxt216 - : Through this article different results obtained from a research study conducted in a public school in Bogota, Colombia will be shown. The institution and the participants of the study were chosen by convenience, as it was the place and the group of students that were assigned to me during the period of time when the research took place. The participants were 38 students from 7^th grade who were between 12 and 16 years of age. The main objectives of the study were a) to identify discourses students draw on to construct social identities in the EFL classroom while reading short stories about gender topics, b) to describe social identities constructed discursively in relation to gender-based short stories, and c) to study the potential relationship between these discursively constructed social identities in gendered-related reading activities and foreign language learning. As such, the present study seeks to answer the following research question: What social identities are discursively

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paper CO_ColombianAppliedLinguisticsJournaltxt250 - : Finally, a focus group was designed to be administered at the end of the pedagogical intervention to examine the impact that the research had on the participants and to search for information regarding the second research question: how do high school students strengthen their cultural identity by writing chronicles about their family history in the English class ? This data collection instrument was designed to complement the data gathered from the research journal because as it is expressed by ^[54]Cohen et al. (2007) it provides students with the comfort of a small group of people to share and the confidence to generate a rich discussion without being inhibited.

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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Through conversation, my learners situated themselves and their peers with particular rights and obligations as group members in the activities. The following table illustrates the learners' positionings, actions and category that answer the main research question of this study: How do EFL University students position themselves and their classmates as members of a group in a Collaborative Learning environment ?

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paper CO_ColombianAppliedLinguisticsJournaltxt243 - : After observing the learners’ difficulty in using suprasegmentals and having conducted the needs analysis questionnaire, I posed the following research question:

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paper CO_ColombianAppliedLinguisticsJournaltxt186 - : These characteristics hindered learners from becoming active participants in their own learning and presented real obstacles in their efforts to become more strategic, independent, and self- directed learners. Accordingly, we formulated the following research question: How can learner training in planning, monitoring, and evaluating metacognitive strategies through learning journals help secondary school students improve their vocabulary learning process ?

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paper CO_ColombianAppliedLinguisticsJournaltxt269 - : At the beginning of this paper we stated that we would analyze the types of activities present in the English, Please! series and weigh their relative value in the promotion of intercultural awareness. For that purpose, we wanted to respond to the main research question and an accompanying sub-question, that is: what kinds of activities aim at the production of intercultural awareness in the English, Please! series ? What percentage of the activities in the English, Please! series can be classified as intercultural awareness activities?

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paper CO_ColombianAppliedLinguisticsJournaltxt230 - : The second research question was analyzed based on two criteria considered in the pre-post-test: ideas and meaning, and word choice . The first criterion aimed at identifying the correct use of vocabulary, while the latter aimed at recognizing the use of correct lexical chunks. In both criteria, students’ results almost reached the ideal score which shows that most students managed to answer with appropriate utterances such as I agree, I think that, or In my opinion. Therefore, it may be inferred that students used the set of vocabulary stored in their minds to answer adequately, and help their own oral production.

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paper CO_ColombianAppliedLinguisticsJournaltxt230 - : Finally, the last research question set at the beginning of the study was the following: Which social strategies do students use while producing oral language, both before and during the DIP ? First, to establish which social strategies students used before the direct instruction period, field notes from the cooperating teacher were analyzed. The activities students were encouraged to perform were solving a handout or answering questions written on the board. Therefore, reading and writing were the skills promoted there. This situation can be observed in the excerpt below.

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paper CO_ColombianAppliedLinguisticsJournaltxt251 - : By observing and analyzing realities from surrounding contexts and communities as well as from different angles, we sought to go deeper and unveil the pre-service teachers’ perceptions of the local resources available in their communities and how they characterized their own role as teachers as they explored their communities. Additionally, we sought to describe the ways in which pre-service teachers become aware of the need to establish relationships between the community resources (linguistic, social and cultural) and their role as individuals and teachers to enact critical pedagogy. As such, we address the following research question: How do EFL teachers in university-based education programs understand and incorporate knowledge of local communities as resources for language teaching and learning ?

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paper CO_ColombianAppliedLinguisticsJournaltxt185 - : Thus, this study aimed at answering the following research question: Could a group of eleventh-grade EFL learners build critical thinking skills through the transactional reading of American urban legends at a public school in Bogotá, Colombia ?

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paper CO_CuadernosdeLingüísticaHispánicatxt28 - : This category answers the main research question "How is power manifested and used by some Modern Languages undergraduate students while interacting in the EFL classroom ? Since it was found that power among students was mainly evidenced through leadership. The most visible cases of leadership within the two groups studied were evidenced in the attitude and behavior of student n°. 1 (CPII) and student n°. 6 (CPIII). In order to respect to confidentiality of the participants the names of the students were omitted and replaced by numbers.

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paper CO_CuadernosdeLingüísticaHispánicatxt18 - : Considering the previous research done on interaction, such as the models proposed by Henry, Gunawardena, and Levin et al. (1997), among others, and a data-analysis I conducted during the data collection process and which displayed some of the subcategories that led to general categories. In this preliminary data-analysis I focused on two fundamental aspects. The first consideration was the research question: How do ESP students construct knowledge and convey meaning in a process of interaction through forums in the virtual component of a Blended Environment ? In this sense, the second consideration was the definition of interaction compiled and interpreted in this research: Interaction is defined as a social, cognitive and metacognitive process in which language learning can occur, due to the participation and negotiation of students and teachers, who construct different meanings in different learning situations (Swain, 2000; Ellis, 1990; Jacob & Ochs, 1995). These two aspects were

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paper CO_CuadernosdeLingüísticaHispánicatxt18 - : In this category denominated students' advanced level of interaction through co-construction of knowledge about Electrical Engineering,, I present the dynamics of the messages displayed by the Electrical Engineering students which showed the flow of communication and the interaction strategies they used. One of the factors that made interaction possible among the students was collaboration. This category responds to the research question: How do ESP students construct knowledge about Electrical Engineering issues and convey meaning in a process of interaction through virtual forums at Santo Tomás University ? Because it explains the process students went through when they interacted in the forums.

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Thus, after a lot of reflection trying to find out what is going on behind this big concern and also being aware of the multiple reasons that might lead learners to this worrying attitude, this research aimed at finding out how these facts could be changed, how Uptc students could become better encouraged in order to switch those mentioned negative issues, and how language teachers can help them succeed in their English learning process. In summary, it was thought that it would be good to investigate how Uptc teachers could engage students more effectively and how we-language teachers could accomplish more meaningful learning outcomes in all language students at this university. The research question this study wanted to answer was the following: What can be evidenced after implementing teaching materials designed according to the students' interests, in a group of EFL learners belonging to the extension area at Instituto Internacional de Idiomas of Uptc, in Tunja ?. The related questions

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : This first category gives response to the main research question: What can be evidenced after implementing teaching materials designed according to students' interests, in a group of EFL learners belonging to the extension area at Instituto Internacional de Idiomas of Uptc in Tunja ?

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : This category responds to the third related research question: Why should teachers encourage the English learning process by means of the use of teaching materials based on students' interests ?

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paper CO_CuadernosdeLingüísticaHispánicatxt98 - : In order to guide this study the following research question was stated: What is the result of implementing activities through ICT to foster the development of communicative competence in undergraduate students at the university ?

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paper CO_Lenguajetxt94 - : Based on my personal experience with Latino workers, as well as my personal views on some of their pressing issues in terms of language learning, I decided to explore the following research question:

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paper CO_Lenguajetxt183 - : A set of six independent-samples T-tests was employed to examine the relationship between secondary school students’ reported learning strategy use in Turkish and in English. Comparing strategy use in both languages will provide information to respond to the second research question which focuses on the change in learning strategies depending on the language for secondary school students. The data relating to this research question is presented in [155]Table 7:

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paper CO_Lenguajetxt181 - : Finally, our third research question asked the following: What do the findings tell us regarding the role of individual grammatical person (1sg vs . third-person) on usage patterns for variable SPE? The findings overall provide further support to researchers who promote the study of individual grammatical persons (^[263]Posio, 2012; ^[264]Travis, 2005, ^[265]2007; ^[266]Travis & Torres Cacoullos, 2012; ^[267]Shin, 2014), and to the implication that subject pronouns do not constitute a monolithic category (^[268]Torres Cacoullos & Travis, 2015). This conclusion arises from the differences observed between 1sg and 3rd-person discussed in Results and Analysis. First, the multivariate analysis revealed that the overall strength of effect for the switch reference constraint was generally more powerful for 1sg than for third-person. Additionally, the findings from the interaction effect analyses demonstrated that while switch reference and TMA have independent effects on 1sg SPE, their effects are

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paper CO_Lenguajetxt115 - : ^[28]Jenkins (2006) and ^[29]Focho (2011) assert that English as an international language is a vehicle that can help language learners to be globally literate. That was the case of the four non-native English speakers/ learners involved in this research who sought to enhance their global literacy because they were about to travel abroad and needed to behave as world citizens. An in-depth description of how these speakers started to foster global literacy with the support of news provided by CNN, The New York Times, and The Guardian is here reported. The research question guiding this study was: How does international news influence a group of EFL speakers’ critical global literacy development ?

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paper CO_Lenguajetxt194 - : Accordingly, this article presents the results of a study that aimed to explore the benefits of implementing an SFL genre-based approach to help a group of EFL pre-service teachers write the statement of the problem section of their research proposals. The specific research question that guided this study was: ‘What are the potential benefits of implementing an SFL genre-based approach to help a group of EFL pre-service teachers write the statement of the problem section of their research proposal ?’ In the following sections, first the theoretical underpinnings that guided the design and implementation of the writing workshops are presented, as well as the individual tutoring sessions with students. The context, participants and the pedagogical implementation are then described. Finally, the findings are presented and discussed before the concluding remarks are made.

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paper CO_Íkalatxt132 - : The line of inquiry in this study had to do with the extent to which coherence could be shaped through a constant process of peer feedback. The chosen medium was blogs because they allow for free publication of texts as well as interaction among the members of the blog community. Blogs also enable a writer to incorporate other types of elements into the text, such as colors, pictures and hypertext, among many other options. We believed that as students advanced in their EFL studies along with this project, they would acquire several tools to enrich a composition—including peer feedback—, which could render the writing process more effective. Based on these premises, our research question was: To what extent does peer feedback on blogs written outside the classroom shape students' writing of informal, personal narrative texts with specific regards to coherence ?

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paper CO_Íkalatxt132 - : After having performed the analysis and the interpretation of data, it is possible to come to the following conclusions, related to answering this study's research question:

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paper CO_Íkalatxt225 - : Nonetheless, Colombian English language teachers and learning institutions still have much to learn from student input and value statements (^[39]López & Bernal, 2009). Even with all of the aforementioned developments and implementations, very little has affected the teaching process nor has it met the learning needs of the students. Therefore, this study intends to provide more information to help fulfill the current challenge regarding how to approach language learning classes and classroom contexts by uncovering student perceptions, beliefs and attitudes about English language learning. In this way, the interpretative results could help inform the practice of English instruction in such a way that teachers and professors influence student learning of and attitude toward English. Thus, the guiding research question for this study follows: How do students' beliefs or value statements about learning English in Colombia depict a contextual view of English language learners ?

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paper CO_Íkalatxt158 - : The previous theoretical framework and the pedagogical intervention were accompanied by a research methodology with the purpose of answering the following research question:

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paper CO_Íkalatxt295 - : In response to the main research question of this collaborative action research project, namely, how a social justice-oriented approach can be used in the English classroom for the purpose of creating awareness of local and global social realities, I found evidence of the following emerging themes: 1 ) normalization of violence and how pedagogies can counter such normalizing discourse, 2) students becoming more responsive to the Colombian conflict and social inequality because they are connected with similar global issues, and 3) the impacts of English activities on the community beyond the classroom as an act of praxis.

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paper CO_Íkalatxt12 - : 4.1 Research Question 1: Do Spanish native speakers rate L2 learners as pragmatically more appropriate in their request and apology behavior after one semester studying in a Spanish-speaking country ?

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paper CO_Íkalatxt12 - : 4.2 Research Question 2: In what ways do L2 learners become more or less target-like in their request and apology performance after one semester studying abroad ?

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paper CO_Íkalatxt12 - : 4.3 Research Question 3: To what extent are gains in request and apology ratings associated with participants' background characteristics and the amount of reported language contact prior to and during a semester abroad ? To what extent are pragmatic gains associated with gains in intercultural sensitivity?

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paper CO_Íkalatxt137 - : The main research question which this study seeks to answer is: do the missing overt inflections on verbs in the interlanguage grammars of Nigerian L2 English constitute marked feature which is peculiar to Nigerian English alone ? To answer this question, the following hypothesis is proposed: Those acclaimed marked inflectional features should occur only in the interlanguage grammars of Nigerian L2 English. This hypothesis would be tested with two sets of data collected from Nigerian and Malaysian university undergraduate students who have English as their L2.

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paper CO_Íkalatxt201 - : In summary, the focus in publications on WCF has moved recently to highlight theoretical grounds for expecting WCF to be effective, and research has begun to show consistent patterns to that effect. There is, however, considerably less clarity regarding how students use and perceive different types of feedback, an area of important interest to teachers. I decided to conduct the present study as I believed that my students were not finding the direct WCF I was providing useful, and decided to explore using indirect feedback whereby I indicated the type of error made in the margin (type 3 in [88]Table 1 above). The study was therefore carried out within an action research framework. My main research question was: How would my students respond to the direct and indirect feedback ? As well as contributing to the indirect vs. direct feedback debate, this study responds to calls for longitudinal research on WCF that is carried out in genuine teaching-learning contexts, rather than contrived

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paper CO_Íkalatxt166 - : The following paragraphs describe the main steps of this research, which have been designed in order to answer the main research question of this paper: to what extent does the use of genre theory help students to improve their writing from a textual and a grammatical point of view ?

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paper CO_Íkalatxt300 - : Consequently, this study seeks to explore the perspectives, experiences and challenges that public secondary school teachers have regarding curriculum development and implementation in Medellin. In this sense, it seeks to answer the following research question: What are the perspectives, experiences and challenges that English teachers in public schools in Medellin identify in relation to curriculum design and implementation in their institutions ? This question implies looking at the professional development that teachers have been offered to be able to work on curriculum design and implementation in their schools, which is the focus of the present article. The results of the study concerning teachers' perspectives about the English curriculum as well as their practices, experiences and challenges when designing and implementing it are reported in another article.

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paper CO_Íkalatxt42 - : The strategy of demonstrating work was related to analyzing data in the journal and writing the research question. One PAcommented: ''We began analyzing the journals right away, inductive analysis... I helped with analyzing data and they could do this independently after, and they found their starting point.'' Concerning the research question, one PST stated: ''The research question, we had many sessions, one time we wrote the research question on the board, discussed them, the wording, the verbs, modified them .This was very helpful, excellent, not just the advisor, but the whole group.'' One PA mentioned that she showed how to come up with the research question using a formula: ''I decided I had to do it simple, I remembered the structure: how A affects B, and what A and B were.''

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paper CO_Íkalatxt42 - : Most participants agreed that the role of the PST was to choose the topic and to write the question (6 PAs, 10 PSTs) with the PAshowing them how.Anumber of PSTs stated that they themselves had identified their topics and formulated their research questions: ''We defined the topics .''; ''Finally, I could work on what I wanted and my students.''; ''Our task is to do the research question.''; ''I defined my question.''; ''I formulated that question.''; ''I found one research question.'' Likewise, more than half of them believed that the role of the PST was to monitor their own teaching practice (5 PAs, 9 PSTs) and to use the feedback from the advisor and/or cooperating teacher to identify the topic and question (5 PAs, 12 PSTs).Anumber of PAs expressed that their role was not to influence directly the PSTs' choice of topics or research questions, but to promote autonomy and ownership of this research process. One PA commented,

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paper corpusLogostxt115 - : the suggestion “I was thinking about a meeting on Tuesday or Thursday.” In this example, the speaker’s reply would be said with the nuclear accent and a fall-rise on the first syllable of the word ^˅Tuesday implying that they have no other day available for such a meeting. Hence, this study aims to shed light on the following research question:

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paper corpusRLAtxt131 - : 5.1. Research question 1: Cultural stereotypes about Germany

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paper corpusRLAtxt131 - : 5.2. Research question 2: Favourability of cultural stereotypes about Germany

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paper corpusRLAtxt131 - : 5.3. Research question 3: Salience of cultural stereotypes about Germany

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paper corpusRLAtxt91 - : The study is mainly quantitative since statistical procedures are used to answer the hypotheses raised, although interviews with the participants were also carried out to collect data for the qualitative analysis and data triangulation. The general research question of whether there is a relationship between working memory capacity and the retention and acquisition of a syntactic structure in L2 speech was answered mainly with Pearson correlations. This research question generated three hypotheses:

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paper corpusSignostxt529 - : 3.1. Research question 1: With strategic development and implementation, can service-learning courses help heritage language learners connect course topics to the community ?

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paper corpusSignostxt529 - : This research question was evaluated based on students’ responses to the following question provided on the end-of-the-semester questionnaire with Likert responses from 1-Strongly Agree to 5- Strongly Disagree: ‘This service-learning course helped me connect course topics to the community .’

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paper corpusSignostxt529 - : 3.2. Research question 2: Can service-learning courses help heritage language learners develop stronger professional skills in reading, writing, speaking, and/or listening in Spanish ?

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paper corpusSignostxt529 - : This research question was provided in the end-of-the-semester student questionnaire as follows: “This service-learning course helped me develop stronger professional skills in Spanish in the following areas (check all that apply):

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paper corpusSignostxt529 - : 3.3. Research question 3: Can service-learning courses help heritage language learners understand that bilingualism is not synonymous with intercultural competency ?

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paper corpusSignostxt529 - : This research question was provided in the end-of-the-semester questionnaire as follows: ‘This service-learning course helped me understand that bilingualism is not synonymous with intercultural competency’ .

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paper corpusSignostxt529 - : 3.4. Research question 4: Can service-learning courses help heritage language learners learn more vocabulary in Spanish ?

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paper corpusSignostxt529 - : 3.5. Research question 5: What are heritage language learners’ overall linguistic skill development and professional goals in language courses ?

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paper corpusSignostxt469 - : This study was conducted as part of a larger project which involved the analysis of two other factors. It was a task-based project with a descriptive and cross-sectional design and quantitative and qualitative methods of enquiry. Following the focus of this paper the research question to be addressed is: What are the possible task effects on the learners’ strategic communication ?

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paper corpusSignostxt88 - : Thus, the research question that needs an answer is: What are the language learning strategies that less successful FL learners are using, and are these affected by the learner's FL proficiency level ? In other words, is it possible that strategies used by beginning FL students are maintained even as their proficiency levels increase and demand the incorporation of others?

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paper corpusSignostxt598 - : 1. Fesenmaier, Xiang, Pan and Law (2011) have identified the five most frequently used information sources, search engines, OTAs, suppliers’ sites, review sites, and friends and family and these channels will be examined here. The over-arching research question is: Are there significant differences in the use of devices in information searching and in the hotel booking process ? In particular, three sub-questions will be addressed in this study.

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paper corpusSignostxt300 - : The first research question was: Where did students show evidence of connections/disconnects between courses ? A re-analysis of data after rethinking the results in light of Bazerman's theory was guided by the question, Is there any evidence of cognitive shifts of the type Bazerman described?

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paper corpusSignostxt445 - : In order to answer research question 3, favourability or mean valence of the representations of Spain and Spanish-speaking countries was assessed based on the formula:

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paper corpusSignostxt601 - : The answer to the first research question seems clear: the students in our study increase their use of connectives in almost 15‰ (15 more connectives per 1000 words used ) from period 1 to period 3. These results coincide with those from the studies performed by ^[105]Crossley et al. (2010a, 2010b) and ^[106]Yang & Sun (2012), indicating that L2 writers create less sophisticated texts with “more explicit cohesive devices to guide the reader” over time (^[107]Crossley et al., 2011: 303).

Evaluando al candidato research question:


4) learning: 36
5) learners: 35 (*)
6) teachers: 32
12) reading: 19 (*)
18) strategies: 15

research question
Lengua: eng
Frec: 251
Docs: 111
Nombre propio: 11 / 251 = 4%
Coocurrencias con glosario: 2
Puntaje: 2.903 = (2 + (1+7.10852445677817) / (1+7.97727992349992)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
research question
: 37. Usma J. (2001). Action plan for the formulation of the research question. Unpublished document. Medellin, Colombia: University of Antioquia.
: A qualitative approach was suitable for this study based on the exploratory nature of the research question. In qualitative inquiry, researchers gather and study a variety of materials in an attempt to interpret the meaning people give to their own experiences (^[44]Denzin & Lincoln, 2008).
: During the process of collecting data, I used grounded approach. Freeman (1998) suggests four steps: naming, grouping, identifying relationships and displaying. After this, I identified common patterns and I connected the information with the research question.
: In order to start answering the main research question [95]Table 1 provides the total number of CSs produced by the learners in each task, the total amount of language generated in each task, and the normalised frequency of strategies per 1000 words.
: The first research question was aimed at analyzing how this group of EFL students experienced a peer feedback process in online forums. The findings led to three categories, as shown in the table above. These categories are discussed in the following section.
: The second research question was concerned with the extent to which critical literacy was practiced in terms of the teaching practices used in English classes. The four-dimensional framework developed by Lewison, Flint, and Van Sluys (2002) was used as the framework to analyze the data.