- Bridging the communication divide: CMC and deaf individuals’ literacy skills
-
...Yang, 2006). Deaf students also report their
experiences with CMC to be positive (Schirmer & Ingram, 2003), especially in the “quality and quantity
of their interactions” (Long, Vignare, Rappold, & ...
by Carrie Lou Garberoglio, Duncan Dickson, Stephanie Cawthon, Mark Bond
in Volume 19 Number 2, June 2015
- Digital texts for learning Finnish: Shared resources and emerging practices
-
...Yang, Y-F. (2011). Learner Interpretations of Shared Space in Multilateral English Blogging. Language
Learning & Technology, 15(1), 122–146. Retrieved from http://llt.msu.edu/issues/february2011/yang....
by Juha Jalkanen, Heidi Vaarala
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Oral-performance language tasks for CSL beginners in second life
-
...Yang, &
Chang, 2013). Additionally, it is apparent that group collaboration is essential for successfully completing
tasks using inter-peer interaction in the TBA. According to Donanto’s (2004) argu...
by Yu-Ju Lan, Yu-Hsuan Kan, Yao-Ting Sung, Kuo-En Chang
in Volume 20 Number 3, October 2016
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...Yang et al., 2018). In fact, flipped learning/teaching is a
pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that
students are introduced to the lear...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Patterns of peer interaction in multimodal L2 digital social reading
-
...Yang, Yu & Sun, 2013) and that the students who tend to produce more
annotations are those with higher learning achievement (Lu & Deng, 2013; Zarzour & Sellami, 2017).
However, some limited studies ...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...Yang, 2008). Furthermore,
their Chinese language proficiency was highly heterogeneous since they had differing amounts of
exposure to Chinese language environments. After taking the placement tests de...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...Yang et al., 2020). For lower-
achieving learners or those with low self-efficacy, competition may produce constant stress and frustration.
For these students, cooperative or collaborative gamificati...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Second language writing online: An update
-
...Yang, 2015).
Tai et al. (2015) advocate, as do others, for the use of a mix of peer and teacher feedback. Yu & Lee
(2016) found that the benefits of peer feedback could be enhanced through training ...
by Robert Godwin-Jones
in Volume 22 Number 1, February 2018
- The effects of face-to-face and computer-mediated recasts on L2 development
-
...Yang
& Lyster, 2010; Yilmaz, 2012), type of target error (Kim & Han, 2007; Lyster, 1998; Mackey et al., 2000;
Trofimovich et al., 2007), and the characteristics of recasts (Loewen & Philp, 2006; Nas...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest
-
...Yang Ming Chiao Tung University, Hsinchu, Taiwan
Abstract
Taking into account the challenges of EFL vocabulary learning for East Asian learners, this study
developed a set of experimental English ...
by Liu-Cheng Pan, Jerry Chih-Yuan Sun
in Volume 28 Number 1, 2024
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