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How Do You See Me?

為了解決Homework assignment的問題，作者Nestad, Michael 這樣論述：

Remi is thrilled with his homework assignment; HOW DO YOU SEE ME? He’s waiting in anticipation to ask his family. Remi believes he already knows the answer and he is excited! How will they respond? You know with family; they say the craziest things. The book is meant to teach children how God wan

ts us to see one another not on our outward appearance but the beauty on the inside.

Homework assignment進入發燒排行的影片

大學生學習動機、學業拖延、學習興趣與學習幸福感的關係研究

為了解決Homework assignment的問題，作者張書維 這樣論述：

本研究旨在研究「學習興趣是否對學習動機與學業拖延之間具有調節效果」以期教師能藉由改變學生的學習興趣，減緩學業拖延並提高學習幸福感。本研究以「自我決定理論」為基礎，將動機依照自我決定程度的高低，分成「自主動機」、「內攝動機」、「外控動機」三種，研究各種不同型態的動機是否能預測學業拖延，並探討學習興趣在此之間的調節效果。學業拖延則進一步分成個體經判斷後有意識延後任務的「主動拖延」和沒有動力去做而導致的「被動拖延」。本研究以台灣大學生為研究對象，採便利取樣的方式，以問卷調查法進行。研究結果發現不同動機型態皆能有效預測學業拖延，外控動機能正向預測主動拖延，內攝動機能負向預測主動拖延。而學習興趣只對內

攝動機與主動拖延之間有調節效果。雖然學習興趣的調節效果不成立，但學習興趣仍能預測學業拖延與主動拖延，因此增進學生的學習興趣仍可減緩拖延達成提高學習幸福感的目的。

Hands-On English Teaching: A Complete Guide with Classroom Management Techniques演練式英語教學: 班級經營策略全指引

為了解決Homework assignment的問題，作者AlexRath 這樣論述：

　　強大而動態的教學系統，增加學生口語和寫作能力，英文程度UP↑   　　◎作者從事教職30年，國中、高中、大學皆曾任教過，目前為世新大學英語系副教授。 　　◎相對於在講台上滔滔不絕，演練式教學強調師生互動，透過更多的個別談話與協助，引導學生有意識加強英語口說與寫作。 　　◎透過本書培養教師建立專屬動態教學系統的能力，面對各類學生皆能應對自如。   　　A Powerful and Dynamic Instructional System 　　Increase Student Speaking and Writing 　　Help Students to Become Fluent in

English 　　 　　Maximize Classroom Learning for Students 　　Learn the Secrets of Classroom Management 　　Works with Any Textbook

Effect of Using Google Workspace in Self-Regulated English Learning of Flipped Classroom

為了解決Homework assignment的問題，作者蔡佩玲 這樣論述：

Mainly formatting the consciousness of learning, methods of studying, decision making, and self-adjustment, self-regulated learning is an important skill for language learning and teaching. Using technology in and out of the classroom, this study examined Taiwan university students' self-regulated

language learning skills. This study aims to design English courses utilizing Google Workspace assisted self-regulated English learning in flipped teaching in order to improve students' ability to learn with the support of their peers and teachers. The study also takes control of various elements of

language learning like learning objectives, textbook resources, learning activities, and evaluation.Freshman students took part in the study. Before the research began, the students took a pre-test of English language proficiency as well as a questionnaire that assisted them in setting learning goa

ls, making plans and identifying potential strategies for learning. The students were also required to complete classwork and English learning homework through Google Workspace, an Internet-based educational platform. Following students' learning plans, customs, and English self-regulated practices

and learning strategies, they were required to complete the individual assignment and the learning feedback sheet on a regular basis. As part of the end of semester assessment process, students were given a post-test measuring their English proficiency as well as a self-assessment. Research results

showed that the students improved in the final English proficiency test, and it is certain that the implementation of the online technological tool Google Workspace, as well as self-regulated learning has contributed significantly to the students' improvement in the final English proficiency test. A

s the purpose of this paper is to analyze and summarize some of the difficulties encountered when implementing the technology supported flipped English teaching process, as well as to provide some recommendations within relevant matters, it will be possible to improve student self-regulated learning

and teaching in English teaching by enhancing the ability of the students to manage their own learning process. Furthermore, during the study, these students were actively engaged in self-regulated learning and the use of technology, but there were variations both among the students’ learning and t

he aspects of language learning that they opted to learn self-regulatedly with technology.