- Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
-
...Webb, S. (2013). Depth of vocabulary knowledge. In C. Chapelle (Ed.), Encyclopedia of applied
linguistics (pp. 1656–1663). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1325
Webb, S. (...
by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
-
...Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28, 46–65.
http://dx.doi.org/10.1093/applin/aml048
Webb, S. (Ed.). (2020). The Routledge handbook of vocabu...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- Audiovisual input in language learning: Teachers’ perspectives
-
...Webb, 2018; Rodgers & Webb, 2020), but
there is also beginning evidence for the learning of grammar (e.g., Cintrón-Valentín et al., 2019; Muñoz
et al., 2021), pronunciation (Wisniewska & Mora, 2020)...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Online videos for self-directed second language learning
-
...Webb (2015) defines as “regular silent
uninterrupted viewing of L2 television inside and outside of the classroom” (p. 159). In the current day and
age, this definition can be extended to encompass ...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...Webb, 2018; Rodgers & Webb, 2019). Although the findings of these studies parallel
those of previous ones, the rate of retention was generally low. For instance, Rodgers and Webb (2019)
reported (ou...
by Sungmook Choi
in Volume 27 Number 1, 2023
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...Webb, 2018; Puimège & Peters, 2019b; Rodgers & Webb, 2020) and via a combination of
audio and reading L1/L2 subtitles (Fievez et al., 2020; Montero Perez et al., 2015; Muñoz et al., 2023;
Peters, 20...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- The use of lexical complexity for assessing difficulty in instructional videos
-
...Webb, 2018; Webb & Rodgers, 2009). However, when an extensive amount of both verbal and visual
elements is presented, the presence of these elements may ‘compete and collaborate’ in ways that cause
...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65.
https://doi.org/10.1093/applin/aml048
Webb, S., & Nation, P. (2017). How vocabulary is learned....
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Vocabulary learning through a daily task of cooking in the Digital Kitchen
-
...Webb (2011) and created a new design—Latin Square and its
experimental design, as in Figure 2 below—to carry out the research.
Figure 2
Latin Square and Experimental Design
Each group car...
by Jaeuk Park
in Volume 26 Number 1, 2022
- Exploring how collaborative dialogues facilitate synchronous collaborative writing
-
...Webb, 1989). For example, Lee (2002) designed
collaborative writing activities to enhance students’ writing proficiency through a synchronous discussion
forum in Blackboard, which acts as an online ...
by Hui-Chin Yeh
in Volume 18 Number 1, February 2014
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