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Showing 101 - 110 results of 803 for Instructional Context

Task-induced development of hinting behaviors in online task-oriented L2 interaction
...context-specific social actions (Pekarek Doehler & Pochon-Berger, 2015). An understanding of the participants’ orientations to context-specific actions is considered important in order to explicate th...

by Ufuk Balaman
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Computerized dynamic assessment of implicature comprehension in L2 Chinese
...contextualization. As noted earlier, dynamic assessment is concerned with responsiveness to mediation, including one’s ability to recontextualize newly formed or further developed abilities to new c...

by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021

A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer
...context does not necessarily translate to other phonetic contexts (Thomson, 2012). In sum, the empirical research questions for this article are as follows: RQ1: How effective is the training design...

by Manman Qian, Evgeny Chukharev-Hudilainen, John Levis
in Volume 22 Number 1, February 2018

The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
...instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners fo...

by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008

Motivation in computer-assisted pronunciation training: Online and face-to-face environments
...context (e.g., immigrants learning the language after arriving in a new country), this is less applicable in a foreign language context (e.g., in higher education classrooms), which again makes it w...

by Ines A. Martin
in Volume 27 Number 1, 2023

Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
...contextualized information, VE allows learners to compare target words with their linguistic context, promoting deeper word processing. DF and VE differ in their involvement load factors: DF primari...

by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025

Teaching languages online: Professional vision in the making
...instructional application, between theory and practice leads to noticing, interpreting and responding in instructionally meaningful ways. In keeping with these perspectives and as applied to online ...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020

Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
...contexts actually generated a negative effect on SLA, while those in FL contexts generated a moderate positive effect. One plausible explanation may be that learners in FL contexts are more enthusia...

by Huifen Lin
in Volume 18 Number 3, October 2014

Benefits of visual feedback on segmental production in the L2 classroom
...contexts? METHODOLOGY To answer the above questions, this paper presents a visual feedback paradigm tailored to the classroom setting, implemented with lower-level language learners. The benefits o...

by Daniel J. Olson
in Volume 18 Number 3, October 2014

Review of Online world language instruction training and assessment: An ecological approach
...contextualization, where each language teacher’s identity, cultural background, and teaching experience take center stage in the design and implementation of CTE. Acknowledging the importance of con...

by Yaqian Zhang, Jason Fan
in Volume 28 Number 1, 2024