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Showing 181 - 190 results of 201 for Less Commonly Taught Languages

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

Preservice english teachers acquiring literacy practices through technology tools
...taught by Beach and an instructional technology course taught by Doering in the Fall Semester, 2000 at the University of Minnesota. Preservice teachers (hereafter "teachers") in the composition method...

by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education

An experimental study of corrective feedback during video-conferencing
...commonly involve group interactions; therefore, feedback delivery is usually not intensive, since not all non-target like utterances are corrected by the researcher or teacher. In laboratory-based s...

by Kátia Monteiro
in Volume 18 Number 3, October 2014

The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
...commonly referred to as CALL. Even though the field is still young, many language educators are endorsing its use as an essential component in language teaching. Embracing the use of computers seems t...

by Khalid Al Seghayer
in Volume 05 Number 1, January 2001

Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
...less satisfaction than those with weak computer skills. INTRODUCTION Over the past two decades, computers have become common instructional tools in the ESL classroom. Today, collaborative, multination...

by Roseanne Greenfield
in Volume 07 Number 1, January 2003

The effects of captioning videos used for foreign language listening activities
...less-commonly taught languages with non-Latin scripts. Notably absent were studies on the captioning and the acquisition of Arabic, Chinese, and Russian. This is important because we do not know if ...

by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010

Child-to-child interaction and corrective feedback in a computer mediated L2 class
...lessons whose overriding focus is on meaning or communication" (p. 46). The support for focus-on-form is based largely on three different claims about SLA. First, L2 learners acquire new linguistic ...

by Frank Morris
in Volume 09 Number 1, January 2005

“I Am What I Am”: Multilingual identity and digital translanguaging
...languages; that is, it tends to view multilingual writers as deliberately switching between languages in order to communicate with different audiences or display aspects of their identities. For exa...

by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning