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Showing 241 - 250 results of 429 for Strong

Using chatbots to support EFL listening decoding skills in a fully online environment
...strongly disagree” and 7 for “strongly agree”). An example item is “This activity was fun to do.” Cronbach’s alpha results for the “interest” subscale were high at three time points for both groups (...

by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...strongly influenced by the readers' study goals (e.g., text summarisation versus knowledge acquisition, Schmalhofer & Glavanov, 1986). It is therefore not unlikely that a given reading task might inf...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Oral Interaction Around Computers in the Project-Oriented CALL Classroom
...strong direction for L2 research: We stand to learn a lot about what goes on in the minds and experiences of individual language learners by looking at the activity that emerges from interactive se...

by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Power within blended language learning programs in Japan
...strong collaborative teaching culture and in-house curriculum design meant there was little concern with idealized solutions such as CALL laboratories for teaching. Consequently, the task of designi...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

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

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

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

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