- Computerized dynamic assessment of implicature comprehension in L2 Chinese
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...ross beginning, intermediate, and advanced course enrollment levels, took the assessment. The
results show that while all test-takers were able to improve with assistance, there was a large degree of
...
by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021
- Multimodal glosses enhance learning of Arabic vocabulary
-
...ross languages, testing
environments, and individual learners indicate a continuing need for successful demonstrations in a variety
of contexts and populations to maximize the potential for successf...
by Juman Al Bukhari, John A. Dewey
in Volume 27 Number 1, 2023
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
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...ross all conditions of the experiment. Post hoc Tukey’s comparisons on the ranked data
means (with an overall alpha of .05) revealed the following. Assertions ranked significantly higher than
all ot...
by Karina Collentine
in Volume 13 Number 2, June 2009
- Individual versus interactive task-based performance through voice-based computer-mediated communication
-
...Ross-Feldman, 2005; Pica,
Gisela Granena Individual versus Interactive Task-Based Performance
Language Learning & Technology 41
Kanagy, & Falodun, 1993) and SCMC contexts (Blake, 2000; Smith, 200...
by Gisela Granena
in Volume 20 Number 3, October 2016
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Ross, 2005; Payne & Whitney, 2002; Sykes, 2005; Tare et
al., 2014). A meta-analysis by Lin et al. (2013) examined ten studies that compared text chat to other forms
of interaction such as asynchrono...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Told like it is! An evaluation of an integrated oral development pilot project
-
...rossed if one aims to get beyond purely text-based tandem exchanges and encourage real-time oral
communication across campuses or across national boundaries.
There have been experiments using telep...
by David Barr, Jonathan Leakey, Alexandre Ranchoux
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Research on text comprehension in multimedia environments
-
...Ross, 1994), and
concerning the specifics of language learning with multimedia.
Of special interest are questions regarding the difference in cognitive processes in learning from different
sources,...
by Dorothy M. Chun, Jan L. Plass
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- How captions help people learn languages: A working-memory, eye-tracking study
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...ross the language-
Susan Gass, Paula Winke, Daniel R. Isbell, and Jieun Ahn 85
learning contexts.
Captions Within Multimedia Learning and Working Memory Theories
Our investigation is grounded in ...
by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019
- The development of advanced learner oral proficiency using iPads
-
...ross different studies (T-units, AS-units, subordinating and coordinating
clauses, verb phrases, embedding, and a variety of other structural types), descriptions such as “varied” or
“sophisticated”...
by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL
- The types and effects of peer native speakers’ feedback on CMC
-
...ross different modes of communication, and which benefits from scenarios where fluent
communication is fostered by means of a more relaxed, less academic atmosphere, has not been carried
out (Arnold...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
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