- Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
-
...Yang, 2013). However, studies comparing the effects of
captioned and uncaptioned video have found that captions seem to promote L2 learners’ processing of the
auditory input (e.g., Mitterer & McQuee...
by Maribel Montero Perez, Anastasia Pattemore
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Collaborative writing: fostering foreign language and writing conventions development
-
...Yang, Chiou, Chiang, & Hsu,
2005), and in FL courses (Arnold, Ducate, & Kost, 2009; Honegger, 2005; Kessler, 2009; Kessler &
Bikowski, 2010; Oskoz & Elola, 2010, in press).
Recent studies in FL ed...
by Idoia Elola, Ana Oskoz
in Volume 14 Number 3, October 2010
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...Yang, 2012). Shin and Cimasko (2008) observe that
“multimodal approaches to composition provide writers who are having difficulty in using language,
including those writers for whom English is a sec...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Blog posts and traditional assignments by first- and second-language writers
-
...Yang, &
Cai, 2007; Guo, Crossley, & McNamara, 2013; Louwerse, McCarthy, McNamara, & Graesser, 2004).
Literature Review
Coh-Metrix Analyses of L1 and L2 Writing
Crossley and McNamara (2012) investi...
by Irina Elgort
in Volume 21 Number 2, June 2017
- Contextualized vocabulary learning
-
...Yang, 2013) features a variety of ways readers can enhance their opportunities
for vocabulary learning in an online environment. Those include supplying preliminary word lists, review
reminders, and...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...Yang, 2012); and social network-based flash games
(Çetin, Sözcü, & Kinay, 2012). However, only few studies to date have directly compared vocabulary
learning through these different media. The curre...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
-
...Yang and Chen (2026) examined automated
corrective feedback in L2 Chinese writing and showed that feedback effectiveness varied according to
model version and prompt language. Zhang, Xu, and Nguyen ...
by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026
- Who wrote this? An EAP think-aloud study on AI detection
-
...Yang,
2025), raising concerns about potential overreliance on such tools and their impact on independent
writing and critical thinking skills (Kasneci et al., 2023).
mailto:zaat1@st-andrews.ac....
by Zainab Teraif
in Volume 30 Number 1, 2026
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...Yang, S. H. (2020). A digital reality theater with the
mechanisms of real-time spoken language evaluation and interactive switching of scenario &
virtual costumes: Effects on motivation and learning...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Integrating technology into study abroad
-
...Yang & Lewis, 2014). In
any case, students are not likely to abandon their social networks while abroad. As is the case with mobile
devices in the classroom, the best part of wisdom may be to take a...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
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