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Showing 191 - 200 results of 211 for Less Commonly Taught Languages

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

Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
...taught both groups using identical lesson plans and materials to minimize instructor effects; the sole 6 6 Language Learning & Technology systematic difference was ChatGPT-4.0 availab...

by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026

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

Research on text comprehension in multimedia environments
...less mental effort in comprehending materials on television than they invest in materials in print, and perceive materials presented on television as shallower and less variable than materials presen...

by Dorothy M. Chun, Jan L. Plass
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
...commonly accepted that, for many EFL students, writing is a challenging skill to learn (Soltanpour & Valizadeh, 2018). In a typical writing classroom, EFL students usually struggle to write effectiv...

by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021