- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...pronunciation of /t/
and /s/ in these contexts (Tsujimura, 1996).
Miki Motohashi-Saigo and Debra Hardison Acquisition of L2 Japanese Geminates
Language Learning & Technology 45
NO TES
1. Por...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...pronunciations.
Following Seedhouse’s (2004, 2005) description of how interactional organisation can transform the
pedagogical focus, it is interesting to start by looking at the case of preference ...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Teaching critical, ethical, and safe use of ICT to teachers
-
...Pronunciation
(accent, clarity)
5 Amount 7
Interest 5 Accuracy, values of
materials (biased or
misleading information)
7 Rate of speech 5 Rate of speech 7
Genre of text 3 Credibility of website...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...pronunciation that
was the barrier to communication. This relaxed attitude of Marga in this highly challenging
communicative event was quite different from the tense and withdrawn attitude she had d...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Data-driven learning of academic lexical bundles below the C1 level
-
...pronunciation and spelling), and use, and learners
were allowed and encouraged to ask questions of the teacher at any time.
In order to carry out statistical analysis of the data, the tests were mar...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Online videos for self-directed second language learning
-
...pronunciation and intonation, as well as actively participated in informal online language study groups
established by fans of these dramas. When taken together, Wang and Vanderplank’s studies demons...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Digital Gaming and Language Learning: Autonomy and Community
-
...pronunciation, she did not have the courage to ask her
French teacher because ‘it seems a bit silly to trust the game’ (stimulated recall interview).
When educational English learning games were co...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- An experimental study of corrective feedback during video-conferencing
-
...pronunciation development of /ɹ/ by Japanese Learners of English. Language Learning, 62(2), 1–39.
Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acqu...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- Telecollaboration for content and language learning: A Genre-based approach
-
...pronunciation (Bueno-Alastuey, 2013; Kabata & Edasawa, 2011), and quantity of production (Jin, 2013).
However, the provision of feedback is not such a straightforward affair. When engaged in meaning-...
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- The effects of face-to-face and computer-mediated recasts on L2 development
-
...pronunciation, and orthographic errors did not affect the students'
score. Ten percent of the data were coded by a second researcher for each outcome measure. The Cohen’s
kappa values were high: .93...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
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