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Showing 211 - 220 results of 419 for Strong

Second language writing online: An update
...strong authorial voice (Li & Storch, 2017) and encourages extensive writing (Sun, 2010), while tending to maintain hierarchical identities (Thorne et al., 2015). Synchronous chat or SMS emphasizes i...

by Robert Godwin-Jones
in Volume 22 Number 1, February 2018

E-texts, mobile browsing, and rich internet applications
...strong public preference for an open browser, are beginning to support use of Opera mini on their phones. T- Mobile, for example, is beginning to pre-load the application on their phones in some mark...

by Robert Godwin-Jones
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Review of eSpindle Vocabulary & Spelling Program Online
...strong case can be made for the appropriateness of eSpindle as a tool for L2 English language learners interested in building spelling and vocabulary knowledge in a context-reduced, word-centric fas...

by Justin Olmanson
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

The practices and challenges of telecollaboration in higher education in Europe
...stronger place in universities’ internationalization policies (and budgets) despite the fact that only a small percentage of the student population actually benefit from this (currently 1% in the US...

by Francesca Helm
in Volume 19 Number 2, June 2015

Syntactic enhancement and second language literacy: An experimental study
...strong knowledge of the syntax to the extent that they can perform syntactic parsing nearly as effortlessly as L1 readers do. Challenges that L2 readers face may emerge from at least two sources: li...

by Youngmin Park, Mark Warschauer
in Volume 20 Number 3, October 2016

Qualitative research in less commonly taught and endangered language CALL
...strong focus on the audio components and culturally appropriate visual components. Standardisation and dialect issues can be problematic. For poorly documented or undocumented languages, it may be dif...

by Monica Ward
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Exploring AWE-supported writing process: An activity theory perspective
...strong at offering global feedback such as idea development. A screenshot of the feedback and suggestions offered by Pigai, including learning tips, errors, and positive comments, is shown in Figure...

by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Impact of mobile virtual reality on EFL learners’ listening comprehension
...stronger sense of presence and a higher degree of immersion, which enabled them to listen as a participant rather than overhearer. Interaction in an authentically fully-immersive context facilitated...

by Tzu-Yu Tai
in Volume 26 Number 1, 2022

Guest editor commentary
...stronger willingness to communicate in the modified game space. Game-based learning and teaching Reinders and Wattana’s study challenges the boundaries of our categories by re-purposing an existing...

by Jonathon Reinhardt, Julie Sykes
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
...strong predictors of IPT success (IPT = 1), and to a certain extent DPT success, were very strong indicators of what learners likely failed to notice given the very low posttest means for those recas...

by Bryan Smith
in Volume 16 Number 3, October 2012