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Showing 21 - 29 results of 29 for Michael Li

Language Development and Scaffolding in a Sino-American Telecollaborative Project
...limitations. First, as this study only analyzed 10 pairs of participants, the nature of qualitative research limits the generalizability of the research findings. Second, the project only lasted for...

by Li Jin
in Volume 17 Number 2, June 2013

Patterns of peer interaction in multimodal L2 digital social reading
...literacies movement, the development of L2 literacy and pragmatic awareness are intimately linked. Moving away from the traditional definition of literacy as the ability to decode and encode texts, a...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
...likely to tap into explicit knowledge (Ellis, 2005), which can be easily verbalized and brought into conscious awareness. Explicit knowledge is contrasted with implicit knowledge, which cannot be ea...

by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024

Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
...lity levels. Any differences in the response to treatment based on ability level should suggest a differentiated application of the authoring method in classroom conditions. A qualitative study in wh...

by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002

Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
...licit versus implicit + explicit instruction? 2. What do learners claim they notice from implicit versus implicit + explicit instruction? Methodology Participants Students enrolled in the advanced...

by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Mode, meaning, and synaesthesia in multimedia L2 writing
...lish? Ally: It’s more direct, I guess. If you know how to read English, it’s just like Chinese. Mark: Okay. Ally: And it was like in red and stuff. And it’s like bold and like capital. So it kind o...

by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Learner interpretations of shared space in multilateral English blogging
...lingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645–671. Lam, W. S. E. (2009a). Literacy and learning across transnational online spaces. E-learning and Digita...

by Yu-Feng (Diana) Yang
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

The effects of captioning videos used for foreign language listening activities
...liams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509-533. Blake, ...

by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010

Manipulating L2 learners' online dictionary use and its effect on L2 word retention
...links on students' clicking behaviour, text comprehension, and word retention. Students were inclined to click more often on words in a text when visible hyperlinks were provided, but this more freq...

by Elke Peters
in Volume 11 Number 2, June 2007