A Comparison of Formative Vocabulary Tests as Credited and Non-credited Assessment Tasks: Japanese as a Second/foreign Language at the Tertiary Level.
The aim of this research was to identify whether regularly implemented credit-bearing assignment tasks have any influence on students’ learning outcomes and their perceptions of vocabulary learning in Japanese as a second/foreign language education. The target assignment task was vocabulary learning...
| Main Author: | |
|---|---|
| Format: | Journal Article |
| Published: |
International Journal of Languages, Literature and Linguistics
2016
|
| Online Access: | http://hdl.handle.net/20.500.11937/50356 |