- Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
-
...oherence of
meaning rather than coherence of form. As long as ideas are flowing, it does not matter whether there is
coherent form, for, as the proverb goes, "Every river flows into the sea." This u...
by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Methodological innovation for the study of request production in telecollaboration
-
...ohn, could you please go ahead and show the first slide then please?
8 Ähm, John, wenn wir mal auf Folie sieben gehen könnten.
Um, John, if we could go to slide seven.
12 Ähm, John, könntest du ma...
by Joseph D. Cunningham
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Children’s interaction and lexical acquisition
in text-based online chat
-
...ohn Benjamins.
Ortega, L. (2009). Interaction and attention to form in L2 text-based computer-mediated communication.
In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second lan...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- 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
- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...Ohta, 2005; Swain & Lapkin, 1998; Yilmaz & Granena, 2010). According to
Gass and Mackey (2007), LREs comprise discourse moves such as negotiation sequences, and explicit and
implicit feedback. These...
by Laia Canals
in Volume 26 Number 1, 2022
- 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
- Using chatbots to support EFL listening decoding skills in a fully online environment
-
...ohn, 2010, p. 180). Listening is the primary means by which learners
enlarge their knowledge of the spoken forms of the target language (Field, 2008). Yet although listening
plays a vital role in da...
by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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