- Effects of learner uptake following automatic corrective recast from Artificial Intelligence chatbots on the learning of English caused-motion construction
-
...Ortega, 2000). In
this study, this corrective feedback is regarded as elicitation, as it occurs within interactive sequences.
I appreciate the reviewer for emphasizing this crucial distinction.
7. ...
by Rakhun Kim
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- The effects of face-to-face and computer-mediated recasts on L2 development
-
...Ortega (Eds.), Technology-mediated TBLT (pp. 23–50). John Benjamins.
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning.
Studies in Second Language Acq...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- Discourse functions and syntactic complexity in synchronous and asyncronous communication
-
...Ortega (1997,
89), this loss of chronological information and lack of adjacency appear to hinder systematic and reliable
analyses of interactionally modified input present in the data, including evi...
by Susana M. Sotillo
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
- Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
-
...Ortega, 1998; Trofimovich et
al. 2007), learner-internal variables such as proficiency level and/or learner readiness (Ammar & Spada,
2006; Mackey & Philp 1998; Philp, 2003), working memory capacity...
by Bryan Smith
in Volume 16 Number 3, October 2012
- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...Ortega, 2003, for further discussion).
NOTE
1. In this article, we use phonological working memory capacity and phonological short-term memory
synonymously.
J. Scott Payne and Brenda M. Ross Chat...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Effects of DDL technology on genre learning
-
...Ortega, 2013). Therefore, interactive DDL should create opportunities for
learners to engage in cognitive processes similar to skilled writers and help them learn how to freely
Elena Cotos, Stephani...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Artifacts and cultures-of-use in intercultural communication
-
...Ortega, 1997; Pellettieri, 2000; Thorne, 2000a; Warshauer & Kern, 2000). To
this day, however, there remains considerable debate, and some mystery, about the mediational
affordances (e.g., the possibi...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Can clicker use support learning in a dual-focused second language German course?
-
...Ortega, & Sese, 2013;
Chien, Chang, & Chang, 2016; Lantz & Stawiski, 2014). Clickers come in the shape of individual, small
box-like devices handed out to students prior to the lecture course. Each ...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
- Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
-
...Ortega, 2009;
Polio & Shea, 2014).
Therefore, to respond to Pawlak’s (2019) call for strategy-based interventions leading to autonomous
learning, this study investigates how a GLS-based interventi...
by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025
- The formative role of teaching presence in blended Virtual Exchange
-
...Ortega, 2014; Kurek & Müller-
Hartmann, 2018; Satar & Akcan, 2018). On the level of CP, instructors can assist participants in their
explorations of content and ideas, guide the progression of discou...
by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
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