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Showing 251 - 260 results of 419 for Strong

Attention and learning in L2 multimodality: A webcam-based eye-tracking study
...strong evidence supporting its advantage over text-only input (Zhang & Zou, 2022). A key gap in existing research is the lack of consideration for learners’ individual AL differences, which may expl...

by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025

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

Negotiating Common Ground in Computer-Mediated Versus Face-to-Face Discussions
...stronger, he can believe that she understands what he means by u. Acceptance phase: B accepts utterance u by giving e that she believes she understands what A means by u. She does so on the assumption...

by Ilona Vandergriff
in Volume 10 Number 1, January 2006

Manipulating L2 learners' online dictionary use and its effect on L2 word retention
...strong, when it is self-imposed. Both Search and Evaluation refer to the cognitive dimensions of the construct of task-induced involvement. Search is the attempt to find the meaning of a word or to ...

by Elke Peters
in Volume 11 Number 2, June 2007

Microblogging Activities: Language Play and Tool Transformation
...strong parallel between microblogging and diaries of the late 18th and early 19th centuries. He suggests that technological advances allowing the production of ‘small leather-bound journals,’ contri...

by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
...strong ties in long-lasting friendships and community memberships were found to play crucial roles in gaining access to new knowledge and maintaining commitment to joint activities in the online com...

by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014

Pretask training for web-based second language collaborative writing
...strong and present but sentences. Main sentences are convincing details controlling ideas are ideas are somehow difficult to rate. and/or examples. imprecise. Main supported by There are too There ...

by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024

Asynchronous group review of EFL writing: Interactions and text revisions
...strong enough to support the author’s stand? And what about the counter-claims or opposing claims in the body of the essay? Has he or she highlighted these opposing claims well? Does the author ref...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017

Pre-service EFL teachers’ online participation, interaction, and social presence
...strong desire to communicate with the key figures of the community” (p. 247) used a higher number of SP indicators. They observed teachers initially attempting to form vertical relationships, contac...

by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018

Learning Chinese idioms through iPads
...strong and never submitted to any difficulty.” Figure 1. Two examples of student artifacts: concrete (left) and abstract (right). It was interesting to make a comparison between learners who work...

by Chunsheng Yang, Ying Xie
in Volume 17 Number 2, June 2013