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Showing 221 - 230 results of 429 for Strong

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

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

Comprehensibility of AI-generated and human simplified texts for L2 learners
...strongly disagree”, “disagree”, “neither”, “agree”, or “strongly agree”. Based on procedures followed by Ainley et al. (2002) and Fulmer and Tulis (2013), topic interest was measured at four differ...

by Dennis Murphy Odo
in Volume 29 Number 1, 2025

Assistive design for English phonetic tools (ADEPT) in language learning
...strong impact on language learning by influencing motivation for learner agency and investment in learning (Pavlenko & Norton, 2007). The socioaffective profile of members of the disabled community c...

by Maritza Medina González, Debra M. Hardison
in Volume 26 Number 1, 2022

Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
...Strongly Disagree to Strongly Agree was used to gauge student perspectives and attitudes. They indicated their level of satisfaction by ranking the question from 1-5 (5 is the highest score) along wit...

by Lina Lee
in Volume 08 Number 1, January 2004

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
...stronger focus on multimodal competence development. While being low-scale in terms of size and interference in classroom processes, action research nevertheless “involves systematic collection of d...

by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012

Multilateral online exchanges for language and culture learning
...strong need for error correction to be explicit, especially for formal language development by learners with relatively low levels of L2 proficiency. At the same time, partners in such exchanges need...

by Tim Lewis, Thierry Chanier, Bonnie Youngs
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

"What's in a gloss?": A commentary on Lara L. Lomicka's "To gloss or not to gloss": An investigation of reading compreension online. Language Learning & Technology, Vol. 1, No. 2
...strongly maintain that glosses "should not be confused with embedded or inserted questions. . .since marginal glosses represent a markedly different treatment of text" (p. 5). Blohm (1982) coined the ...

by Warren B. Roby
in Volume 02 Number 2, January 1999

Tag clouds in the blogosphere: Electronic literacy and social networking
...strong social dimension as users of the site find common interests and create on-line communities. It represents another example of the fuzziness separating consumers and creators on the Web today. A...

by Robert Godwin-Jones
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy