- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Ohta, 2000; Swain, 2000, 2001). Increasingly, researchers are drawing from both interactionist and
sociocultural theories to describe learner behaviors in interactive contexts (Foster & Ohta, 2005; H...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...ohen (2016),
multimodality for meaning-making during online interaction enhances language learning. For example,
learners can strategically use multimodality to reinforce the conveyed meaning in tex...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Comprehending news videotexts: The influence of the visual content
-
...oherent account of
how separate verbal and nonverbal mental representations are collectively processed. The basic premises
of dual coding theory most recently presented by Paivio (2007), which build...
by Jeremy Cross
in Volume 15 Number 2, June 2011
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...Ohio
Abstract
This study investigated how 22 advanced-low proficiency ESL students used computer-based multimodal
composing activities (CBMCAs) to facilitate self-revision and learn English through...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...ohen’s d (Cohen, 1988) indicated that this was a
medium- to large-sized effect (d = .72).
According to Cohen’s d, there was also a medium-sized effect of the input modality on meaning recognition
(...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- Modality and task complexity effects on second language production in CMC
-
...oh’
were standardized to ‘ohh’), and spelling out chat slang and jargon to match the oral form (e.g., ‘b4’ was
revised to ‘before’). This prevented lexical analysis software from misjudging the numb...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Dialogue systems for language learning: A meta-analysis
-
...Oh, I’m sorry. I is math. What is your
was concentrating on major?
the game so I didn’t
notice. Did I bother
you? (...)
Note. U = User. S = System. (Adapted from Bibauw et al., 2019).
A Meta-a...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- The development of e-mail literacy: From writing to peers to writing to authority figures
-
...ohsiung First University of Science and Technology
ABSTRACT
Though e-mail has become a common interpersonal communication medium, it does not mean
that this medium is used without difficulty. While pe...
by Chi-Fen Emily Chen
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
-
...ohesion and coherence (Granger and Thewissen, 2005a; Thewissen,
Bestgen, & Granger, 2006).
Lastly, another study which focuses on interlanguage analysis is the TREACLE project (Teaching
Resource Ex...
by Penny MacDonald, Amparo García-Carbonell, José Miguel Carot-Sierra
in Volume 17 Number 2, June 2013
- Effect of using texting on vocabulary instruction for English learners
-
...ohen’s d measuring the magnitude of the standardized treatment effect (Wilkinson,
1999). Moreover, these studies lacked reliable measures to establish baseline comparability between
treatment and co...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.