A Comparison of Formative Vocabulary Tests as Credited and Non-credited Assessment Tasks: Japanese as a Second/foreign Language at the Tertiary Level.

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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...

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Bibliographic Details
Main Author:	Hasegawa, Hiroshi
Format:	Journal Article
Published:	International Journal of Languages, Literature and Linguistics 2016
Online Access:	http://hdl.handle.net/20.500.11937/50356

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