- 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
- 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
- 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
- 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
- Comparability of Conventional and Computerized Tests of Reading in a Second Language
-
...strong trend
of parameter estimation equivalence, items with graphics tended to be less stable than text-only items.
Further investigation of the items suggested that the significantly different diffi...
by Yasuyo Sawaki
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- 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
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