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Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
...cross writing assignments? 2. What factors influence students’ responses to computer-mediated coded feedback across writing assignments? Methodology Instructional Context The study was conducted...

by Jining Han
in Volume 28 Number 1, 2024

Input vs. output practice in educational software for second language acquisition
...cross linguistic study of language acquisition (Vol. 1, The data). Hillsdale, N.J.: Lawrence Erlbaum Associates. DeKeyser, R. (1995). Learning second language grammar rules: An experiment with a minia...

by Noriko Nagata
in Volume 01 Number 2, January 1998

Rapport-building through CALL in teaching chinese as a foreign language: An exploratory study
...cross all walks of life: "Clinicians try to develop it [italics added throughout quote] with patients, sales personnel try to use it to make a deal, and new acquaintances try to predict from it the ...

by Wenying Jiang, Guy Ramsay
in Volume 09 Number 2, May 2005

Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
...cross-cultural keypal project. Language Learning & Technology, 15(1), 104–121. Kötter, M. (2003). Negotiation of meaning and code switching in online tandems. Language Learning and Technology, 7(2)...

by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018

Training in machine translation post-editing for foreign language students
...Cross-Cultural and Interlanguage Communication, 2(2), 65–78. https://doi.org/10.1515/mult.1983.2.2.65 Loffler-Laurian, A. M. (1985). Traduction automatique et style (machine translation and style). ...

by Hong Zhang, Olga Torres-Hostench
in Volume 26 Number 1, 2022

Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
...cross- checking between the English-Italian and Italian-English ends. Her dictionary expertise had developed over time, as dictionaries themselves had evolved, and she was completely familiar with th...

by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010

Online domains of language use: Second language learners’ experiences of virtual community and foreignness
...cross a variety of domains may provide greater insight into the nature of constructing identity via an L2 online, in particular, in terms of ethnicity, nationality, and nativeness/foreignness, and t...

by Sarah Pasfield-Neofitou
in Volume 15 Number 2, June 2011

Facebook-photovoice interface: Empowering non-native pre-service English language teachers
...cross the distance between what they can do and that which they can potentially do. According to Vygotsky, this distance is the Zone of Proximal Development (ZPD): the zone of learning. Proposed MK...

by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014

Does a 3D immersive experience enhance Mandarin writing by CSL students?
...cross-cultural issues in FL or L2 learning (Reisoğlu, Topu, Yılmaz, Yılmaz, & Göktaş, 2017), while few have been on FL or L2 writing. Although some studies on 3D virtual worlds have investigated L2 ...

by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019

Item-level learning analytics: Ensuring quality in an online French course
...cross all lessons in a summary format. In Appendix A, a large visualization includes all students across all items in all lessons of the course. Appendix B provides the item data plot of the whole c...

by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research