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Showing 231 - 240 results of 253 for Ye

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
...yed two strategies: (1) requesting screenshots/screen recordings from some students and (2) randomly selecting other students for synchronous instructor-guided screen-sharing sessions to monitor and...

by Marwa Hafour
in Volume 29 Number 1, 2025

Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
...yer-Olkin value was .929, and Bartlett's test of sphericity was significant (χ2[1431] = 8608.95, p < .000). The Kayser-Meyer-Olkin (KMO) value of .929 indicates a very high degree of sampling adequ...

by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024

Multimodal effects of processing and learning contextualized L2 vocabulary
...ye-tracking measurement followed Conklin and Alotaibi’s (2023) methodological considerations. Eye movements were recorded with an EyeLink 1000 Plus desk-mounted eye-tracking camera, sampling monocul...

by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Training teachers in data driven learning: Tackling the challenge
...yer, 2009, 2011; Farr, 2008; Leńko-Szymańska, 2014, 2015; Zareva, 2016) or reflective essays (Breyer, 2009, 2011; Heather & Helt, 2012; Lin & Lee, 2015). These methods are useful in revealing future...

by Agnieszka Leńko-Szymańska
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
...yed an experimental, pre-, post-, delayed post-test design. After pre-testing, participants were allocated in equal proportion to the three groups (MSW, PSC, Control) using block randomisation to en...

by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021

Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
...yed posttest (see Martínez -Flor, 2012, for a review). However, Nguyen et al. (2015) reported that learners in some conditions performed better on a delayed than on an immediate posttest, arguing th...

by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

An activity theory perspective on student-reported contradictions in international telecollaboration
...year-long exchange program to South-Western Canada, 37 Mexican students located in Northern Mexico, and 46 Russian students located in North- Eastern Russia. They were all 18-22 years old and in thei...

by Olga K. Basharina
in Volume 11 Number 2, June 2007

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...Years Teaching Level of Media Literacy Total Experience with an IWB G1 State/Vocational Business and Business English 11 basic 1 year G2 State/Vocational English and French 30 advanced 2 years...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Data-Informed language learning
...yers of annotation. The searching and interpretation of the corpus data can then systematically refer to consistently defined corpus annotation layers—an essential prerequisite for sustainable use o...

by Robert Godwin-Jones
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

L2 learners’ engagement with automated feedback: An eye-tracking study
...ye-tracking. The interview was prompted by each participant’s eye-gaze replay in Tobii Studio and the researcher’s field notes. To facilitate participants’ understanding of the replay of their eye m...

by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation