- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...stronger and weaker ability were interviewed. The interview took place within one week after
the post-test and each interview lasted around 15 minutes. The students were asked about their
perception...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Developing intercultural competence through study abroad, telecollaboration, and on-campus language study
-
...strongly disagree, 6 = strongly agree). For the cognitive
domain, we constructed four items that focused on specific knowledge of cultural products, practices, and
perspectives, and the ability to u...
by Juhee Lee, Jayoung Song
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Modality and task complexity effects on second language production in CMC
-
...strong pattern of evidence that CMC is beneficial for language learning, specifically because CMC
promotes noticing of L2 forms, engagement with interlocutors in form-focused episodes, and the produc...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Dialogue systems for language learning: A meta-analysis
-
...stronger effect than drill-and-practice ones.
Focusing on the interactional design of the dialogue management, system-guided interactions present
potentially the strongest effect (d = 0.97, [0.43, 1...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Can software support children's vocabulary development?
-
...strong candidates for my study at
first, upon closer examination I rejected them for reasons such as not presenting enough
potentially new words, an overwhelming number of navigational options, or a p...
by Julie Wood
in Volume 05 Number 1, January 2001
- Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
-
...strongly disagree) to 6 (strongly agree). Appendix
B shows responses to statements regarding the SI materials that have been rank ordered according to the
combined percentage of those who responded ...
by Jim Ranalli
in Volume 17 Number 2, June 2013
- L2 learners’ engagement with automated feedback: An eye-tracking study
-
...strong explanatory factor is feedback accuracy. Several studies (Bai & Hu, 2017; Chapelle et al., 2015;
Koltovskaia, 2020; Lavolette et al., 2015) have suggested that learners’ uncertainty about AWE ...
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...strongly agreed, and only 16% disagreed; when asked whether they spent a lot of spare time learning the
language, 62% of the participants partly agreed or agreed, 8% strongly agreed, and 30% disagree...
by Chun Lai
in Volume 17 Number 2, June 2013
- How captions help people learn languages: A working-memory, eye-tracking study
-
...strong association between eye movement and the human mind, referred to as the eye-mind link
(Reichle, Pollatsek, & Rayner, 2012). In other words, one’s eye focuses on what one is thinking about,
th...
by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019
- Working with contraints in mobile learning: A response to Ballance
-
...strong views about how learning
opportunities through mobile devices could have been better created and capitalised upon, that he failed to
provide any concrete suggestions beyond using smart phones...
by Glenn Stockwell
in Volume 16 Number 3, October 2012
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