- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...ohen’s kappa κ = .45) to 62.1% (average weighted Cohen’s kappa κ = .76)
and finally reaching 98.2% (average weighted Cohen’s kappa κ = .98). Any discrepancies were resolved
through discussions to re...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...Oh, we aren't in…
20 Kelly Applications or whatever, get out of that. No…
21 Alice oops.
22 Kelly Oh, can we just click on "untitled"?
23 Alice Oh yes, we can.
24 Kelly And then just paste ...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Oral computer-mediated interaction between l2 learners: it’s about time!
-
...Oh! sí
[Oh! Yes]
B: Para cortar cosas o…
[For cutting stuff]
A: ¡Oh! Sí, sí
[Oh! Yes]
In Excerpt 3, we can be sure that Student A understood that “navaja” is a cutting utensil, which is th...
by Iñigo Yanguas
in Volume 14 Number 3, October 2010
- A conversation with Andrew Lian at Asia CALL
-
...Oh! Oh, no, we'd gone past the cards. Right, okay. It was just on paper. Right. It was a paper terminal, then moved on to CRT terminals. So, and, and the idea behind it at the time was how can I do so...
in Language Learning & Technology Media
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...Oh. Oh, that one should be to notice
or realize something.”
Cody: place left hand on the desk, finger
tap the table while he is speaking (Beat)
4
Cody: extend left arm, and index finger
po...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Categorization of text chat communication between learners and native speakers of Japanese
-
...oharai
(nihon-shiki no oinori?) o shite morau
koto desu.
地鎮祭 is to receive Shinto purification
(Japanese style praying?) before they begin
to build a new house.
6 NS 命日 wa meenichi to yomimasu. 命日 is ...
by Etsuko Toyoda, Richard Harrison
in Volume 06 Number 1, January 2002
- Topic management in L2 task-based written interactions
-
...oh (and a silence occurs), a sequence-closing, possible closure of an ongoing topic (Schegloff,
2007). Thus, as Schegloff (2007) demonstrates, a new sequence can implicitly carry a new topic, which
...
by Makoto Abe
in Volume 27 Number 1, 2023
- Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
-
...oh . a la izquierda oh . to the left Response -- repetition
S2 izquierda es left is
Signal-- confirmation
request
S1 oh! oh! Reaction -- exclamation
. = pause
… = longer pause
Marta González-Lloret De...
by Marta González-Lloret
in Volume 07 Number 1, January 2003
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...Oh, okay. ¿En el norte o el…?
‘Oh, okay. In the north or the…?
SL2 Ah, yo no sé la palabra, pero… el opuesto de el norte.
‘Ah, I don’t know the word, but… the opposite of the north.’
SL1 Oh...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
- Oral-performance language tasks for CSL beginners in second life
-
...Oh, the TV in A, the TV. The TV is in the front, and the TV in B is placed…oh, oh,
on the left.
S1 是 A的鞋子它放在櫃子，然後它是B的放在它椅子是放在地下。不是，鞋子
鞋子。A的鞋子它放在櫃子的裡面，然後 B的～鞋子它放在，地下。A、A
的鞋子有兩、兩雙然後B鞋子一雙、一雙
The shoe...
by Yu-Ju Lan, Yu-Hsuan Kan, Yao-Ting Sung, Kuo-En Chang
in Volume 20 Number 3, October 2016
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