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Showing 11 - 20 results of 129 for Ortega

ICALL offering individually adaptive input: Effects of complex input on L2 development
...Ortega, 2003). Ortega (2003) suggested that a difference of 2 words in MLTU be seen as statistically significant to differentiate two consecutive proficiency levels. As a result, the participants in...

by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022

Task-based language teaching online: A guide for teachers
...Ortega, 2014) and is arguably now an imperative for language education. As language classrooms are being redefined, training for how to set learners up to successfully do tasks online must be part o...

by Melissa Baralt, José Morcillo Gómez
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Asynchronous forums in EAP: Assessment issues
...Ortega, 1997; Sauvignon, 2002; Warschauer, 2007) by motivating students "to stretch their linguistic resources in order to meet the demands of real communication in a social context" (Ortega, 1997, ...

by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
...Ortega, 1997). As consequences of these CMC technologies’ affordances, Ortega highlighted the greater degree of freedom and learner choice-making in computer-mediated contexts. Namely, “(a) interact...

by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Collaborative writing: fostering foreign language and writing conventions development
...Ortega, 2007, p. 198) by providing environments that enhance collaborative writing (Hirvela, 1999) while presenting further opportunities for interactive and meaningful practices. When applied to L2 ...

by Idoia Elola, Ana Oskoz
in Volume 14 Number 3, October 2010

Willingness to communicate and oral communicative performance through asynchronous video discussions
...Ortega’s (2014) framework for technology-mediated tasks and MacIntyre’s (2007) framework for willingness to communicate in a second language, this mixed- methods study investigated the impact of asyn...

by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023

Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera
...Ortega concludes the volume with a vision of future TMC studies that explore the acquisition of languages by investigating how TMC might provide contexts for the development of digital competencies i...

by Lillian Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Children’s interaction and lexical acquisition in text-based online chat
...Ortega, 2009), including clarification requests, comprehension checks (Long, 1983), and uptake (Lyster & Ranta, 1997). Although the use of facial expression, gestures, body language, or intonation t...

by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017

The role of technology in SLA research
...Ortega (1997) presented a research agenda for L2 computer-assisted classroom discussion (CACD) connected to SLA theory. She suggested that a multiplicity of data sources be used in order to document...

by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Pre-task planning in L2 text-chat: Examining learners’ process and performance
...Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109–148. Nicole Ziegler 211 Ortega, L. (2005). What do learners plan? Learner-dri...

by Nicole Ziegler
in Volume 22 Number 3, October 2018