카훗(Kahoot!) 앱을 활용한 초등영어 이야기기반 읽기, 쓰기 수업: 문항 제작 활동 및 오류 수정 양상을 중심으로
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 180, doi. 10.15702/mall.2020.23.3.180
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- Article
Works matching IS 12298107 AND DT 2020 AND VI 23 AND IP 3
Results: 19
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모바일 앱 영어 어휘학습에 대한 한국 성인 학습자의 인식.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 110, doi. 10.15702/mall.2020.23.3.110
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- Article
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절대평가도입후수능영어듣기및읽기지문의난이도비교: 통사적 복잡성, 소재, 이독성을 중심으로
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 206, doi. 10.15702/mall.2020.23.3.206
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- Article
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영어 읽기평가 문항의 지문 어휘통제 과정에서 나타난 한국 예비교사들의 재기술(paraphrase) 양상 분석
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 157, doi. 10.15702/mall.2020.23.3.157
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- Article
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예습 과제 활용 온라인 동영상 강의 수업 사례 연구: 대학교 토익 수업에서.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 413, doi. 10.15702/mall.2020.23.3.413
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- Article
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코로나19 상황의 대학교육에 있어서 전면적 온라인 수업 실행 및 평가에 대한 학습자 만족도
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 392, doi. 10.15702/mall.2020.23.3.392
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- Article
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온라인 대학 영어 수업에서의 Padlet 학습 활용 방안 및 학습 태도 고찰.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 378, doi. 10.15702/mall.2020.23.3.378
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- Article
8
코로나19상황에서의대학온라인원격교육실태와개선방안.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 359, doi. 10.15702/mall.2020.23.3.359
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- Article
9
온라인 초등학교 정규 영어 수업에 대한 학습자의 만족도 분석.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 339, doi. 10.15702/mall.2020.23.3.339
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- Article
10
코로나19 확산에 따른 온라인 교양영어 수업에서 학생들이 느끼는 불안감에 대한 인식조사
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 320, doi. 10.15702/mall.2020.23.3.320
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- Article
11
행위 주체성(agency)과 동기(motivation) 활성화를 위한 대학 온라인 강좌 운영 방안: 교육참여자 인식 조사
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 300, doi. 10.15702/mall.2020.23.3.300
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- Article
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A Study of Gamified e-Quizzes for Online Student Engagement during COVID-19.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 280, doi. 10.15702/mall.2020.23.3.280
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- Article
13
Learner Perception of an Online L2-Course Summative Exam.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 258, doi. 10.15702/mall.2020.23.3.258
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- Article
14
Teacher Reflection on Emergency Remote Teaching (ERT) during the Coronavirus Pandemic in a Multicultural EAP Classroom in South Korea.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 235, doi. 10.15702/mall.2020.23.3.235
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- Article
15
Lexical Bundles as Criterial Features in L2 Academic Writing: Structural Differences between CEFR A2 and B2 Essays.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 68, doi. 10.15702/mall.2020.23.3.68
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- Article
16
Korean EFL Learners' Approach to and Perception of Computer-Sugpported Collaborative Writing.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 87, doi. 10.15702/mall.2020.23.3.87
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- Article
17
스마트폰 앱 활용 학습이 EFL대학생들의 성별에 따른 영어 말하기와 인식에 미치는 영향
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 135, doi. 10.15702/mall.2020.23.3.135
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18
Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 45, doi. 10.15702/mall.2020.23.3.45
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- Article
19
Efficacy of Learning-Oriented Diagnostic Assessment based on Process-oriented Automated Error Analysis.
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- Multimedia-Assisted Language Learning, 2020, v. 23, n. 3, p. 11, doi. 10.15702/mall.2020.23.3.11
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- Article