Knowledge of vocabulary is an essential aspect of language development. Most of the non-English specialised students feel hesitation in communicating in English due to limited vocabulary. Effective vocabulary teaching and learning can be aided by multimodal glosses. In this rationale, this mixed methods participatory action research is intended to investigate the effect of multimodal glosses in improving the English vocabulary of non-English specilised EFL students in a public university in Nepal. The study was conducted in a three-month intervention experiment for an intact class of 60 non-English specilised undergraduates. The data were collected from tests (pre-test, progress-test, and post-test), and interviews. The data were analysed using quantitative statistics (mean, standard deviation, and T-test), and the data from the unstructured interview were analysed descriptively. The overall results revealed that the use of multimodal glosses led to significant improvements in students’ English vocabulary and its use. The findings suggest that the study’s intervention, the use of multimodal glosses, was effective in improving non-English specialised undergraduates’ ability to develop, comprehend, and use English vocabulary. Thus, students and teachers are to be aware of using multimodal glosses contextually to increase, understand, and adopt English vocabulary appropriately.

The research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the development of argumentation in the commentary of multimodal texts. For this, a quantitative methodology based on non-experimental or ex post facto design with semi-structured and closed survey-questionnaire-type instruments has been selected. From a target population made up of Spanish teachers, 502 respondents selected using the non-probabilistic sampling technique applied the accessibility criterion. An ad hoc questionnaire has been drawn up consisting of 28 items digitised electronically using the survey platform of the University of Murcia. It has been structured in two blocks: the first aimed at establishing the sociodemographic and professional profile of the participants and the second at collecting data related to the teachers' beliefs regarding the work of the text commentary in class. The results show five professional profiles defined based on the implicit theories and the pedagogical model to which they are associated. It is also found that the majority declare that they align themselves with non-conservative didactic trends or approaches, centred on the student body and oriented toward the construction of critical knowledge. In this regard, manifest contradictions are detected between his implicit and explicit epistemological convictions. The findings of this study offer guidelines for the design of an effective and efficient argumentative text commentary formative proposal.

This chapter is based on the oral presentation given by the author at the 7th International Conference English Pronunciation: Issues and Practices (EPIP 7) held May 18–20, 2022 at Université Grenoble-Alpes, France.

The datasets are the assessor and participant self-evaluation raw scores. These cover the 29 horse riding exercises performed to assess the rider-horse body language to ensure clear rider-horse communication. These exercises cover the two basic elements needed for effective and safe horse control. These are speed control and direction control. Speed and direction control can be divided into four cornerstone exercises which form the basis of all horse riding, namely walk to halt; halt to walk; turn on the forehand; and walking on a straight line with a bend. The four foundation exercises create the first three elements of the Fédération Equestré Internationale training scales.

This dataset was created in October 2023, after the initial public release of ChatGPT vision. It contains 60 completed Test of Understanding Graphs in Kinematics 4.0 (TUG-K 4.0) surveys. The responses are sorted by item number. An analysis of the responses was published in https://doi.org/10.1103/PhysRevPhysEducRes.20.010109

v2 of the dataset takes care of some accidentally duplicated responses present in v1. Because the analysis in the above cited paper used data directly out of the chatbot, the updates in no way impact the analysis or findings in the paper.

The research data were collected for the dissertation "The impact of multimodal language teaching on learner autonomy, motivation, and free time language usage". The data were collected from a group of students in a B2 German class during Years 8 and 9 at comprehensive school (N = 14) and it comprise four questionnaires, two interviews, eight learning tasks, related outputs and feedback questionnaires, and the learners' visual narratives.

ABSTRACT This paper adopts a conception of language as repertoire, conceived as an emergent set of semiotic resources that reflects life trajectories located in specific times and spaces. From this theoretical perspective, it analyzes dimensions of the configuration of the communicative repertoires of Indigenous individuals in the postcolonial contemporaneity. The empirical data under analysis was generated in a linguistic education context and consists of oral, written and multimodal registers of emerging interactions on the production and presentation of linguistic portraits. The analysis aims to highlight the pedagogical relevance of (self)representation of linguistic repertoires as a starting point for language education and as a research tool on linguistic resources, practices and ideologies.