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Showing 21 - 30 results of 47 for Er

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...ere very infrequent overall, and the significant differences were most likely due to the intermediate- level learners’ use of mere five instances of these two behaviors. Both tasks were harder for th...

by Karina Collentine
in Volume 13 Number 2, June 2009

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...ers at the expense of external modifiers exemplified as Grounders and Imposition minimizers. The trade-off between external and internal modifiers triggered by the two explicit PREs is possible beca...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
...er-intervening as students reported interference between the expert's goals and the learner's. To maintain intersubjectivity, the use of both L2 and L1 shaped the route taken by experts and learners...

by Lina Lee
in Volume 12 Number 3, October 2008

The effect of corpus-based instruction on pragmatic routines
...ere a difference between the performance of a group that receives teacher-developed corpus- based materials and the performance of a group that performs teacher-guided corpus searches, as measured by...

by Kathleen Bardovi-Harlig, Sabrina Mossman, Yunwen Su
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks
...erval for this mean difference is from 0.190 to 0.656, indicating that the lower bound of the difference in means is 0.190. Similarly, for the scores rated by Rater 2, there was a significant differ...

by Dan Song, Alexander Fukin Tang
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Vocabulary learning from watching YouTube videos and reading blog posts
...erings are in America and England and I’m nowhere near either of those countries. Even though these gatherings are very international events, it’s usually only the popular YouTubers who get to taspe...

by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018

Focusing on form: Tools and strategies
...erver database of over 7000 characters. The characters are loaded on demand but enough are buffered so that the user experiences no delay progressing from one character to the next. The character bu...

by Robert Godwin-Jones
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Agency to autonomy in mediated data-driven learning: A longitudinal study
...er learner), impromptu individual interview (15′), intermediate group interview (30′), teacher and learner logs 3 observation, screen and audio recording (60–100′, 3 sessions per learner), intermed...

by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026

Why we need more research on technology applications in less-commonly-taught-language (LCTL) programs
...ers. For example, the number of Korean and Japanese language learners has grown in the United States over the last few years, while the number of German and Italian learners has lowered. In fact, tod...

by Paula Winke, Kadidja Koné
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

“Thanks, shokran, gracias”: Translingual practices in a Facebook group
...er on less experienced persons as acquirers nor on more experienced persons as input but rather on socially and culturally organized interactions that conjoin less and more experienced persons in th...

by Derya Kulavuz-Onal, Camilla Vásquez
in Volume 22 Number 1, February 2018