- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...lies in explicit instruction of academic English language and literacy skills for students
(Pereira & de Oliveira, 2015; Uccelli & Phillips Galloway, 2017). Although much research has emerged
on aca...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...lity of L2 writing (Min, 2006; Van Waes & Leijten, 2015). Hence, in order to compensate for
their limited language proficiency, L2 learners often utilize various online resources, such as online
dic...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Building the porous classroom: An expanded model for blended language learning
-
...life. The coronavirus
pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives
turned upside down. Many have lost their livelihoods, as busine...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...lity, PL is often associated with intelligent or context-aware design (e.g., Lin & Lin, 2019; Stockwell,
2007). Such intelligent-design apps analyse student behaviour, recommend context-sensitive voc...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- E-mail and word processing in the ESL classroom: How the medium affects the message
-
...lion living and many foreigners living in the US. (EM)
In contrast, text-initial contextualization does not assume the same kind of familiarity with
concepts referred to as is illustrated in the follo...
by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...lid Al Seghayer is a PhD candidate in the Language and Literacy Program with a specialization
in Foreign Language Education/ Applied Linguistics in the Department of Instruction and Learning
at the Un...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...lish in school for at least five years (M = 10.4, SD = 3.3),
but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in
an English-speaking country f...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...lined
above.
Formal lesson plan format Generic activity design
• key learning objective/ outcomes explicitly
outlined from outset (also tendency for
confusion of implicit and explicit objectives...
by Cameron Richards
in Volume 09 Number 1, January 2005
- Integrating technology into study abroad
-
...lish in Australia, a commercial product (English Central) was
used with good results. It featured videos on situations and encounters students were likely to encounter.
Instruction in English pragma...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- 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
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.