- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...less consonant and either precedes a voiceless consonant or occurs in word-final position, unless the
vowel is in a position to receive an accent (Tsujimura, 1996). No devoicing was noted. Stimuli we...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- A Funny Thing Happened on the Way to the Forum: Electronic Discussion and Foreign Language Learning
-
...lessons about the use of
electronic discussion in language learning, lessons that underscore the crucial role of genre in intercultural
communication.
THE BORDERLESS WORLD?
Language learning provides ...
by Barbara Hanna, Juliana de Nooy
in Volume 07 Number 1, January 2003
- Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
-
...Less Commonly
Taught Languages (LCTLs). In the United States, LCTL programs are generally very small,
geographically dispersed, and have limited resources. As the proficiency movement began to spread ...
by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Teacher engagement with automated text simplification for differentiated instruction
-
...lesson was a “reading to write” lesson, in which students
needed to write a short essay using the information they extracted in the text. Helen conjectured that the DI
need for this lesson was to pr...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Playing the videotext: A media literacy perspective on video-mediated l2 listening
-
...less restricted. In my role as a teacher, whether I mean to or not, I sometimes
imply that one meaning of the text is more correct than others. By introducing an element of play as I start
a lesson, I...
by Paul Gruba
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- The use of lexical complexity for assessing difficulty in instructional videos
-
...less than 60%
4) 70%
3) 80%
2) 90%
1) 100%
How much of the information in the video can you remember?
5) less than 60%
4) 70%
3) 80%
2) 90%
1) 100%
Estimate the number of words you...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- The design of an online concordancing program for teaching about reporting verbs
-
...less about
learning prescriptive rules. This shift, in turn, has changed the role of the teacher from being the expert in
what is grammatically correct and what is incorrect to being a facilitator f...
by Joel Bloch
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Modality of input and vocabulary acquisition
-
...less helpful than images, they will surely find
captions in L2 less helpful than video. Studies reviewed in Paivio (2007) support learners’ reports that
imagery has an advantage over verbal input fo...
by Tetyana Sydorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Using peer computer-mediated corrective feedback to support EFL learners' writing
-
...lessons. Due to the absence
of some students, the instructor was forced to postpone two lessons (one for the track changes group and
the other for the metalinguistic group) in order to enable all st...
by Ali AbuSeileek, Awatif Abualsha'r
in Volume 18 Number 1, February 2014
- Automated written corrective feedback: Error-correction performance and timing of delivery
-
...less effective in addressing L2 spelling errors. This is because the underlying research shows
L1 spelling errors to typically involve only the omission, inclusion, transposition, or substitution of ...
by Jim Ranalli, Taichi Yamashita
in Volume 26 Number 1, 2022
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