- Lag effects for foreign language vocabulary learning through Quizlet
-
...longer ISI at the
longer RI (Bahrick, 1979; Bird, 2010; Li & DeKeyser, 2019), whereas our results showed the lag effect to
be consistent at the shorter and longer RIs for productive measures. Finall...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Child-to-child interaction and corrective feedback in a computer mediated L2 class
-
...Long &
Robinson, 1998). Long (1991) defines focus-on-form as "…overtly draw[ing] students' attention to
linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning...
by Frank Morris
in Volume 09 Number 1, January 2005
- Internet Television News in the Classroom - TF1: Improved Features Make Sites More Useful
-
...long users of the language by teaching
them how to access information in the language long after their studies are completed. Activities may be
designed around well known pedagogical models, or they m...
by Jean W. LeLoup, Robert Ponterio
in Volume 08 Number 2, May 2004
- Computer assisted second language vocabulary acquisition
-
...Long term retention, however, is often disappointing so contextual presentation seems
advisable. Any suggestions how to implement this in pedagogic contexts should be based on a
systematic analysis ...
by Peter J. M. Groot
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
- Does the test work? Evaluating a web-based language placement test
-
...Long, Sun-Young Shin, Kimberly Geeslin, & Erik W. Willis
Does the test work?
Evaluating a web-based language placement test
Avizia Y. Long, Texas Tech University
Sun-Young Shin, Indiana Univer...
by Avizia Y. Long, Sun-Young Shin, Kimberly Geeslin, Erik W. Willis
in Volume 22 Number 1, February 2018
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...Long, 1981) and the focus-on-form approach (Long, 1996). The Interaction Hypothesis
(Long, 1981) suggests that meaningful interaction can expose learners to negative evidence through CF
and advance ...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Long vs. Medium 1.005/1.154
Long vs. Short 0.611/5.350* Short > Long
Short vs. Medium 0.155/5.749* Medium>Short
L2
English vs. German 3.216/2.341
English vs. Spanish 2.535/5.861* English ...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Computer mediated communication: A window on L2 Spanish interlanguage
-
...Long, 1996; White, 1991). This
type of negotiation is also described in the literature as Focus on Form, and is defined by Long (1991, pp.
45-46) as follows:
Focus on form . . . overtly draws stud...
by Robert Blake
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
- Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
-
...longer ones in the electronic mode. Along the same lines,
Kelm (1992) characterized the interactive quality of discourse in CACD as similar to the flow of real
conversation, impressionistically esti...
by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Review of Brave New Digital Classroom: Technology and Foreign Language Learning
-
...Longman.
Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning
technologies (2nd Ed.). London: Routledge.
Long, M. (1991). Focus on form: A design fea...
by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009
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