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What is Explicit Instruction

Chapter 8
Multidisciplinary Applications of Computer-Mediated Communication
This can be described as a direct instruction in which teacher guided students how to do and what to do.
Published in Chapter:
Explicit Lexical Collocation Instruction in Online Teaching
Cao Yen Ngoc (Victory Language Center, Tra Vinh University, Vietnam) and Chau Thi Hoang Hoa (International Collabouration Office, Tra Vinh University, Vietnam)
Copyright: © 2023 |Pages: 22
DOI: 10.4018/978-1-6684-7034-3.ch008
Abstract
This present study aims to investigate the impact of explicit lexical collocation instruction on Vietnamese students' vocabulary use and their attitudes on the explicit lexical collocation instruction during online teaching due to COVID-19. Participants were 47 EFL students, divided into the experimental group and the control group learning online via Google Meet. Results collected from two writing tests (pre and posttest) and semi-structured interview demonstrated that the vocabulary use in students' writing performance in the experimental group had a significant improvement after receiving the explicit lexical collocation instruction online and students had positive attitude toward the explicit lexical collocation instruction. It is recommended that the application of explicit lexical collocation instruction at the beginning of a writing period in EFL teaching. It is recommended that EFL teachers can integrate lexical collocation instruction into teaching writing online to improve students' English proficiency in terms of quality of vocabulary use and writing performance.
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More Results
Chapter 12
Including Students With Disabilities in the Coding Classroom
A structured, teacher-directed pedagogy in which teachers provide direct instruction to students, provide students with a scaffolded learning environment, and assess student learning based on correctness of answers.
Published in Chapter: Including Students With Disabilities in the Coding Classroom; From: Teaching Computational Thinking and Coding to Young Children
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Chapter 8
How to Overcome the Challenge of Teaching Students With Learning Disabilities to Use Technology
A method of instruction that is teacher-directed, structured, and sequential.
Published in Chapter: How to Overcome the Challenge of Teaching Students With Learning Disabilities to Use Technology; From: Overcoming Current Challenges in the P-12 Teaching Profession
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Chapter 26
Instructional Effectiveness of Learning Objects
Students receive both instructions for the inquiry process and information about the inquiry process.
Published in Chapter: Instructional Effectiveness of Learning Objects; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 15
Teaching All Students to Write During a Pandemic: Best Practices for Writing Instruction
Teaching that is direct, targeted, and in which the teacher prepares content specific to a goal.
Published in Chapter: Teaching All Students to Write During a Pandemic: Best Practices for Writing Instruction; From: Handbook of Research on Inequities in Online Education During Global Crises
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Chapter 13
Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children
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Chapter 4
High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies
Instruction that breaks down or segments learning tasks with goals and objectives that are clear and measurable through multiple opportunities for student response, feedback, modeling, and guided practice.
Published in Chapter: High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies; From: Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field
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Chapter 7
High-Leverage Practices for All Students
Another name for direct instruction.
Published in Chapter: High-Leverage Practices for All Students; From: Emerging Strategies for Public Education Reform
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Chapter 5
Leveled Literacy Intervention: An Elementary Reading Intervention for English Language Learner Newcomers
Instruction that clearly outlines learning goals for students and offers clear, concise explanagions of the skill that are being taught.
Published in Chapter: Leveled Literacy Intervention: An Elementary Reading Intervention for English Language Learner Newcomers; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 7
Action-Based Research: High Impact Action Research Across Academic Settings
“ Instruction that does not leave anything to change and does not make assumptions about skills and knowledge that children will acquire on their own” ( Denton et al., 2014 )
Published in Chapter: Action-Based Research: High Impact Action Research Across Academic Settings; From: Elevating Intentional Education Practice in Graduate Programs
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