- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...code-switching allows them to overcome communicative obstacles, facilitating
an eventual stage where the learner can maximise use of the target language for task management, task
fulfilment, and oth...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Benefits of visual feedback on segmental production in the L2 classroom
-
...code-switching.
E-mail: danielolson@purdue.edu
REFERENCES
Anderson-Hseih, J. (1992). Using electronic visual feedback to teach suprasegmentals. System, 20, 51–62.
Daniel J. Olson Benefits of Vis...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Integrating technology into study abroad
-
...code-switching and mixing of registers on the Internet, one
hopes, will expose students to the “heteroglossic real world of linguistic hybridity” (Kramsch, 2014, p.
300), moving them beyond the bina...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- Distributed agency in second language learning and teaching through generative AI
-
...code
switching, which is subject to multiple variables including setting, speakers’ dynamic identity/intent
positioning, and myriad sociocultural factors (Kramsch, 1998).
Ortega (2019) summarizes ...
by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- How captions help people learn languages: A working-memory, eye-tracking study
-
...switching between
and integrating visual media can be facilitated. Per Ayres and Sweller (2014), when the cognitive load of
video comprehension is manageable, such as when content is not completely ...
by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...code cognitive instances in the same blog transcripts. The two
coders compared and discussed the discrepancies until they reached the final agreement (Inter-rater
reliability = .87). The rest of the...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...coded so that the score is an index of positive motivation rather
than negative motivation
Input Measures
1. Familiarity with Computers
5(a) CANDO1 "I can use games"
5(b) CANDO2 "I can use word proces...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- Told like it is! An evaluation of an integrated oral development pilot project
-
...switching system for the
management of the classroom. SmartClass® Plug and Play computer supervisory system enables the
teacher to maintain audio and visual contact with each student and the compute...
by David Barr, Jonathan Leakey, Alexandre Ranchoux
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Collaborative writing: fostering foreign language and writing conventions development
-
...coded for fluency (measured by number of words and number of T-units used),
accuracy (the percentage of error-free T-units) and complexity (the percentage of words per T-unit and
subordinate clauses...
by Idoia Elola, Ana Oskoz
in Volume 14 Number 3, October 2010
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...coded and categorized into three groups:
meaning contribution, meaning contribution with incorrect or missing message labels, and off-topic
contribution. To recall, meaningful contribution referred ...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
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