General dimensions of instructional quality - Relations to receptive skills in English receptive skills
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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General dimensions of instructional quality - Relations to receptive skills in English receptive skills. / Schurig, Michael; Jäkel, Nils Georg Martin; Ritter, Markus.
Standortbestimmungen in der Fremdsprachenforschung. ed. / Eva Wilden; Luisa Alfes; Katja F. Cantone. Bielefeldt : WBV, 2022.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - General dimensions of instructional quality - Relations to receptive skills in English receptive skills
AU - Schurig, Michael
AU - Jäkel, Nils Georg Martin
AU - Ritter, Markus
PY - 2022/11
Y1 - 2022/11
N2 - General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs.
AB - General pedagogy and school pedagogy have long been concerned with the questions of what specifically characterizes good instructional practice. Generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels. Small and ambiguous effects align with previous research findings. It is argued that generalized dimensions of instructional quality hold a strong significance for educational assessment on a broader scale and that research on language learning should integrate research from educational psychology but should also add operationalizable SLA-relevant constructs.
U2 - 10.3278/9783763973057
DO - 10.3278/9783763973057
M3 - Book chapter
BT - Standortbestimmungen in der Fremdsprachenforschung
A2 - Wilden, Eva
A2 - Alfes, Luisa
A2 - Cantone, Katja F.
PB - WBV
CY - Bielefeldt
ER -
ID: 362227205