- Children’s interaction and lexical acquisition
in text-based online chat
-
...ye
6 Stars, moon, rucksack Sea, bag 0
7 Sleeping bag, moon 0 Big Ben
8 Moon, stars Beach Big Ben, London Eye
9 Moon Wet Big Ben, London Eye
10 0 Beach London Eye
11 Tent, stars, moon Sea Big B...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- Using wiki-mediated collaboration to foster L2 writing performance
-
...yed their messages and stayed more focused on topics. Through wiki collaborative
writing, knowledge of formal academic writing in L2 was created in the interaction between learners co-
constructing t...
by Hsiu-Chen Hsu, Yun-Fang Lo
in Volume 22 Number 3, October 2018
- 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
- Who wrote this? An EAP think-aloud study on AI detection
-
...years BA University of Bahrain
P2 38 11 years MA Bahrain Polytechnic
P3 30 4 years MA Bahrain Polytechnic
P4 42 15 years PhD University of Bahrain
P5 33 8 years MA University of Bahrain
P6 34 9 y...
by Zainab Teraif
in Volume 30 Number 1, 2026
- 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
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