วีดีโอ

Thank you very much Dr.Ali for this wonderful session.

Thanks you so much this is so great - Smita

Thank you so much Dr 🌹🌹

Thank you for this amazing effort Dr. Ali

👍

Informative and interesting session .

Language is something that allows us to communicate not only in the classrooms but also outdoors. Well said Dr. Folinazzo

Dr. Giacomo Follinazzo. It was such a pleasure to see you connecting saudi education intellectuals. Inwish you all the best. You will be great asset and contributor to Saudi Vision 2030.

Thank you for arranging an informative session about Kaizen. Now I would circulate its meaning as you said it is a Japanese term meaning change for the better or continuous improvement. I love the session.

شكرا د علي

Thank you Dr. Ali for organizing such an informative session. It is indeed the most demanded topic for discussion in the educational sector and beyond. Sorry, I missed the live session, but the recording is worth it. Looking forward to attending more sessions on this topic with you.

Lubna, Masha Allah has dealt with a challenging topic with great ease and repertoire of knowledge.

Thanks Dr. Ali Hoorie for a very engaging discussion made possible through your positive and productive approach.

I also have heard about teachers who give the complete responsibility to students to prepare a PPT using these tools and make the presentation in class.

Very interesting. I know students who provide the references and ask GPT to provide them important questions , essays , and sometimes get an entire project designed and written out for them.

Thanks to Dr. Ali H. Al-Hoorie for extending kind invitation to this session as a guest speaker all the way from China!

👍🏻👍🏻

how we get a certificate for the same as i miss the chat

Impressive session.Thank you!

There is no sound.

It was an informative session.

أتفق مع ما طرحت دكتور علي ، نفع الله بعلمك

شكرا لك د.علي وبالتوفيق

ما شاء الله عليكم وفقكم الله دكتور علي

استمر

Hello, I am interested in using CDST in my dissertation. I know this is a long shot, but is there any chance I can get a sponsored pdf copy of this book, please?

تم

@qlbzyn447293

🩷🩷🩷

جيد جدا

كويس

يجب أن تضع ترجمه

استاذ علي لو تبغا قناة فيها 120 الف مشترك و 30 مليون بمبلغ بسيط جداً مشاهدة كلمني لايوجد فيها مخالفات + لم اقوم بعد بتطلب تحقيق الربح فيها

❤❤❤❤❤❤❤

استمر

بالتوفيق

Please provide the link

Great!

Great!

Great!

Great!

Hello, no sound

I didn’t receive the link of attendance certificate Can you please provide us with it?

I attended the session it was a useful and informative! Also the chapter that was on references, i really enjoyed reading and too the tips on board.

Hello, first of all thank you so much for using TH-cam as a science communication tool. I would not have known about this systematic review if it weren't for that. I'm a Mexican student in Taiwan and, random fact, my current MA advisor and you were both Dörnyei's advisees, I learned this in the preface of your methods book (if I remember well). I have to admit that I have stayed away from CDS theory because when I read Larsen-Freeman's chapter on Bill VanPatten's SLA theories' book she made what I perceived as very strange comments on the term 'input'. She wrote: "the term input is problematic, dehumanizing the learner, making responsibility for learning appear to be unidirectional by overlooking the learner’s agency, metaphorizing him or her as a computer" (p. 258 of the newest edition). To me this is a very strange comment, because most neuroscientists and cognitive scientists agree the brain is a computing machine. This biological nature of the brain does not negate agency, these are not contradictory things, the former is a biological mechanism of second language acquisition and the latter is a psychological mediator of second language acquisition. Moreover, acquisition can happen outside of classrooms and for many reasons, so an SLA theory that talks about "responsibility" of outcomes seems limited to learning achievement in classroom contexts (as opposed to development of an L2 in any context) which I doubt are characteristics of CDST. Thus, I have two questions. 1.- To what extent does this quote represent CDST? 2.- To what degree does CDST reject the idea of invariant cognitive mechanisms ( I don't mean universal mechanisms in a generative sense). For example, how does CDST account for Ullman's neurological evidence for the declarative-procedural model? I also ask this because some philosophers of science define mechanisms as at least somewhat invariant, so it was interesting to see the word mechanism used in this context of dynamic phenomena. Thank you for your time!

I hope we see your ideas on statistical analysis in language teaching learning research

مشكور استاذ

Much appreciated doc !

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