- Ojibwe language revitalization, multimedia technology, and family language learning
-
...ohn
Benjamins.
Eisenlohr, P. (2004). Language revitalization and new technologies: Cultures of Electronic Mediation and
the Refiguring of Communities. Annual Review of Anthropology, 33(1), 21–45.
Fish...
by Mary Hermes, Kendall A. King
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Effects of interactive chat versus independent writing on L2 learning
-
...ohen’s d was calculated for the t tests to calculate effect sizes. Values of 0.20, 0.50, and
0.80 were considered small, medium, and large respectively (Cohen, 1992). The Course and Experimental
wor...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Mode, meaning, and synaesthesia in multimedia L2 writing
-
...oherence and cohesion of an English essay; however, at the
end of the multimodal writing process, Bonnie held her essay to different stylistic and formal standards,
i.e. those of the genre of film, wh...
by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...ohen (1988). The coefficients for Cohen’s d were
based on Oswald and Plonsky’s (2010, p. 99) revision of Cohen’s (1988) benchmarks due to their more
conservative nature (they require an additional ....
by Luis Cerezo
in Volume 20 Number 1, February 2016
- A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
-
...Oh, /kidz/, /kidz/, oh, my God! Teacher, teacher, she even doesn’t know how to say the letter sound.
(她連字母發音都不會) I don’t know how to teach her! (我不知道怎麼教她) (component: collaborative
process, negativ...
by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Bronies learning English in the digital wild
-
...Oh, my bustles and bows! (Season 7, Episode 6) This phrase was difficult to translate because of
its specific relation to fashion, with which Bolk was unfamiliar. In this case, he resorted to using
...
by Liudmila Shafirova, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- “A better me”: Using acoustically modified learner voices as models
-
...Oh yes, it helps!”, to a less positive “not really, they were too strange” and even “I didn’t
really look at the melody line”:
Oh yes, it helps!! Especially to see where to shorten or insist. (Sophi...
by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022
- A conversation with the finalists of the 2023 LaunchPad language educational technology competition
-
...Oh, that's fantastic. And probably really motivating for the learners as well, I would imagine. Yeah, yeah. Have you done any research or observations of the impact that engaging in this type of activ...
in Language Learning & Technology Media
- Autonomous learning through task-based instruction in fully online language courses
-
...Oh, no. No *sabo bailar. No me gusta bailar. Pienso que es difícil bailar Flamenco.
(Oh, no. I *cannot dance. I don’t like to dance. I think it’s hard to dance Flamenco.)
Student D: Mi mejor amiga ...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Data-driven learning of academic lexical bundles below the C1 level
-
...oherence and cohesion of writing and as such can greatly influence
performance. Academic lexical bundles are one of the defining and key factors of academic vocabulary,
acting as ‘a component of flu...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.