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Multi-Sensory Learning Strategies to Support Spelling Development: a Case Study of Second-Language Learners with Auditory Processing Difficulties

typically developing children and in children with dyslexia and non-verbal learning disability. The British Journal of Developmental Psychology, 32, 17-33. Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flowers’ model of skilled writing to explain developing writing. In E. C. Butterfield (Ed.), Advances in cognition and educational practice. Children’s writing: Toward a process theory of the development of skilled writing (pp. 1-30). Greenwich, CT: JAI Press. Bourke, L., Davies, S. J., Summer, E., & Green, C. (2013

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Working with Text as a Determinant of the Development of Creative and Critical Thinking

Abstract

The paper deals with working with text as a determinant of the development of creative and critical thinking of students. In individual parts of the work, the authors focus on the theoretical basis of creative and critical thinking, and their application in educational practice. Out of several ways of working with the text developing critical thinking, the authors have chosen two ways and subjected them to a theoretical analysis. The aim of the contribution was to point out the importance of both linear and nonlinear structuring of the curriculum in educational practice as well as to analyze the advantages and disadvantages of the given ways of working with text considering the development of students’ creative and critical thinking.

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Internationalization of Universities and Teacher Preparation for the 21st Century

vysokoškolákov. In Sirotová, M. (eds.) Hodnoty a ich odraz vo vysokoškolskom vzdelávaní : Pedagogika Actualis II., Trnava: Univerzita sv.Cyrila a Metoda, 109 - 120. Leutwyler, B. (2014). Between myths and facts: The contribution of Exchange experiences to professional development of teachers. Journal of Curriculum and technology , 3 (2), 106-117, Retrieved from http://goo.gl/OBRbO5 Lugostova, A. & Yavuz, M. (2014). Comparative analysis of multicultural competency of teachers. European Journal of Research on Education , 2014, Special issue 6, 14-24. Retrieved

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Evaluating CD ROMs for Pre-Primary English Courses in the Czech Republic and Slovakia

References Agudo, J. E., Sánchez, H. & Sosa, E. (2005). Adaptive hypermedia systems for English learning at Pre-school. In Méndez-Vilas, A. et al. (Eds.), Recent research developments in learning technologies (pp. 300-304). Badajoz: Formatex. Angeli, C. (2004). The effects of case-based learning on early childhood pre-service teachers’ beliefs about the pedagogical uses of ICT. Journal of Educational Media , 29(2), 139-151. Arendt, B. P. 2000. Evaluation of computer software for elementary school ESL classes. Retrospective Theses and

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A Blended Learning Approach to Academic Writing and Presentation Skills

. Edginton, A. & Holbrook, J. (2010). A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction. American Journal of Pharmaceutical Education 74 (5): Article 88. Ellis, R. A. & Goodyear, P. (2010). Students’ experiences of e-learning in higher education . New York and London: Routledge. Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.) The handbook of English for specific purposes (pp. 325–346). Malden, MA: John Wiley & Sons Inc

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Psychological Bases of the Foreign-Language Education of Seniors (Not Only) with Health Disability

Educational Developments, SEDA Ltd , vol. 4, n. 7, pp. 4-7. [cit. 2017-10-27]. Accessible at: http://www.vark-learn.com/wp-content/uploads/2014/08/Educational-Developments.pdf Gardner, H. 1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. 528 p. ISBN 0133306143. Gardner, H. 1999. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. 304 p. ISBN 978-0-465-02611-1. Határ, C. 2013. Edukácia seniorov v rezidenciálnych podmienkach – možnosti, limity a význam. In LUKÁČ, M. (ed

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Learning Strategies Facilitating the Processes of Language Learning in Adult Education

gramotností vo vyučovaní materinského a cudzieho jazyka – ruský jazyk priamo vo vyučovacom procese . Osvedčená pedagogická skúsenosť edukačnej praxe Mužík, J. (2004). Androdidaktika . Praha: ASPI. Oxford, R. L. (1990). Language Learning Strategies . What Every Teacher Should Know. Boston : Heinle&HeinlePublishers. Petrová, G.,-Kozárová, N. (2015). Conceptual mapping from the point of view of the development of learning proces seffectiveness. R&E Source: Schola . New Approaches to engineering pedagogy . Spec. Iss. 4, pp. 1-4. Retrieved from http

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Supervised Practice Teaching in Higher Education of Future Teachers

Abstract

Supervised practice teaching is an inseparable part of the higher education of future teachers and is perceived as the bridge between theoretical and practical preparation. It is also a tool for the development of professional competences of future teachers, therefore it is inevitable to pay attention to it in terms of theory, research and practice. This article introduces the position of self-reflection in the process of evaluating the implementation of supervised practice teaching done by students themselves. Through the analysis of self-reflecting evaluation of the implemented practice done by students, it presents various possibilities how to improve the supervised practice teaching in higher education of future teachers itself.

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Use of Student-Produced Videos to Develop Oral Skills in EFL Classrooms

Abstract

This paper discusses the use of student-produced videos to improve speaking skills in EFL classrooms, with emphasis on their use in preparatory classes at Kocaeli University, School of Foreign languages. The use of student-produced videos as a learning and teaching tool may greatly enhance the quality of students’ oral skills in many ways. They have the chance of reviewing their own performances, evaluating their speaking skills and becoming more self-critical of their abilities. The perspectives of using the student-created videos for the development of oral skills in language classrooms are presented.

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Issues in Machine Translation
A case of mobile apps in the Lithuanian and English language pair

Abstract

Machine translation (MT) is still a huge challenge for both IT developers and users. From the beginning of machine translation, problems at the syntactic and semantic levels have been faced. Today despite progress in the development of MT, its systems still fail to recognise which synonym, collocation or word meaning should be used. Although mobile apps are very popular among users, errors in their translation output create misunderstandings. The paper deals with the analysis of machine translation of general everyday language in Lithuanian to English and English to Lithuanian language pairs. The results of the analysis show that more than two thirds of all the sentences were translated incorrectly, which means that there is a relatively small possibility that a mobile app will translate sentences correctly. The results are disappointing, because even after almost 70 years of MT research and improvement, researchers still cannot offer a system that would be able to translate with at least 50% correctness.

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