- 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
- Artifacts and cultures-of-use in intercultural communication
-
...oh I already knew that, oh I already knew that, wow
I don't understand that. Where'd that come from?" I feel like I got to that plateau of, "okay, I learned the
vocab, I learned the conjugation, I lea...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...Oh OK. That’s “Oh, yeah . . . “Oh, yeah . . . “What? I don’t
fine. Have fun with think so.”
your family?” I guess so.” I guess so.”
(annoyed)
(big smile) (no smile, (no smile,
confused) confu...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- 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.