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of language revitalization in practice (pp. 331-348). San Diego: Academic Press.
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by Jin Sook Lee
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- Examining focused L2 practice: From in vitro to in vivo
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...green checkmark or
a red cross, with audio support, and a statement that their response was incorrect. In the other group this
statement was expanded with a metalinguistic explanation displayed on t...
by Frederik Cornillie, Wim Van Den Noortgate, Kris Van den Branden, Piet Desmet
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Web-based collaborative writing in L2 contexts: Methodological insights from text mining
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...green, orange, and blue) for grammar. In the
following sentence, the L2 student edits her native-speaking peer’s text (Yim & Warschauer, 2016; author
permission granted).
DISCUSSION AND FUTURE DIRE...
by Soobin Yim, Mark Warschauer
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- Building the porous classroom: An expanded model for blended language learning
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Education and Language Instruction. English Teaching Forum, 50(2), 2–13. Washington, DC: US
Department of State.
Robert Godwin-Jones 15
Hastings, C., & Jacob, L. (...
by Robert Godwin-Jones
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- Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
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Yu, G. (2010). Lexical diversity in writing and speaking task performances. Applied linguistics, 31(2),
236–259.
About the Authors
Erin Schnur is a curriculum developer at Cambly. He...
by Erin Schnur, Fernando Rubio
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
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by Isabelle De Ridder
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- Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
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...green-horn teachers using online platforms or the WebQuest, their design was still confined by traditional
teaching methods.”
Students’ Online Learning Experiences
The development of these particip...
by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Training teachers in data driven learning: Tackling the challenge
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...green beans, and mushrooms ________
tender.
13. I always mix sweet and sour so will use sugar or honey and ________ mix in something tangy, like
Sarson’s malt vinegar.
Exercise 3
Match to create ...
by Agnieszka Leńko-Szymańska
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
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personalized learning: Personalized by whom, to what, how, and for what purpose(s)? Educational
Psychology Review, 33(4)...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
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...Greenberg,
1966; Halliday, 1994; Jakobson, 1957; Rutherford, 1982). The degree of interlanguage cohesion is a
useful measure of the writer's ability to make significant choices among grammatical and s...
by Terry Murphy
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