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Showing 161 - 170 results of 201 for Less Commonly Taught Languages

Evaluating intelligent personal assistants for L2 listening and speaking development
...taught by the researcher and were part of the experimental group, while the remaining two classes were taught by different instructors and were part of the control group. Those in the experimental g...

by Gilbert Dizon
in Volume 24 Number 1, February 2020

Data-driven learning of academic lexical bundles below the C1 level
...commonly referred to as data-driven learning (DDL). In the last decade, studies such as those by Boulton (2008a, 2009, 2010), Chujo et al. (2012), Vyatkina (2016), and Brown (2017), among others, ha...

by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020

Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
...less useful than the corrective feedback at the linguistic level, and they preferred to seek help from the teachers when it came to problems related to organization, writing strategies, and content ...

by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

L2 Writing Practice: Game Enjoyment as a Key to Engagement
...less time on higher-level ones (Weigle, 2005) and produce lower-quality texts (Schoonen et al., 2009). Further, because L2 students’ reading processes are less automatic than for L1 students, phases ...

by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Improving argumentative writing: Effects of a blended learning approach and gamification
...taught to write text types such as stories and letters. In Secondary 3 (Grade 9), through direct instruction, the participants were taught the basic organization of an argumentative writing, includi...

by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018

Power within blended language learning programs in Japan
...taught by Japanese teachers that emphasized reading, translation, and listening, and (b) a ‘B’ curriculum of EFL taught by first language English teachers that emphasized oral communication. In the ...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Tablets for informal language learning: Student usage and attitudes
...less active thus less willing to express themselves in English. The long-term effect of tablet assisted language learning is also an issue that the present study did not investigate but one which is w...

by Xiao-Bin Chen
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Teaching German modal particles: A corpus-based approach
...languages and have been analysed in great detail for the English language by Schiffrin (1987). Particles of the modal particle type are prevalent in West-Germanic languages: Dutch, Frisian, and German...

by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning

Vocabulary learning from watching YouTube videos and reading blog posts
...less motivated to learn them, knowing that they would be useless in the real world. One reviewer of Webb’s (2008) study also suggested that using pseudo-words to replace frequent real words may redu...

by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018

Adolescent English learners’ language development in technology-enhanced classrooms
...less favorable individual characteristics were particularly penalized by low levels of Instructional Support, including less optimal uses of technology. These findings suggest that teachers need to ...

by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020