- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...Strongly
disagree) to 4 (Strongly agree), with the score of 0 to 4 for each item. The questionnaire had been piloted
on 50 EFL students in two language institutes who had similar characteristics to ...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Google Translate as a tool for self-directed language learning
-
...Strongly Disagree 1 2 3 4 5 6 Strongly Agree
12) Have you ever learned or been exposed to the Dutch language? If so, please explain.
Catharina van Lieshout and Walcir Cardos...
by Catharina van Lieshout, Walcir Cardoso
in Volume 26 Number 1, 2022
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...strong effects.
Research Question 2
Median uptake values were higher for the feedback groups on the WDCT than on the ODCT but were
unchanged for the comparison group. Once again, a Kruskal-Wallis t...
by Paul Richards
in Volume 28 Number 1, 2024
- Towards an Effective Use of Audio Conferencing in Distance Language Courses
-
...strongly
motivated by the goals of acquiring facts, accessing information, drill & practice ... [but] rather ... prefer
to create, communicate, plan, explore, build, discover, participate, initiate, a...
by Regine Hampel, Mirjam Hauck
in Volume 08 Number 1, January 2004
- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...strong cue that is compatible with a segmentation strategy that
syllabifies the consonant as the singleton onset of the second syllable, lengthening the preceding vowel in
the resulting open syllabl...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Multimedia glosses and their effect on L2 text comprehension and vocabulary learning
-
...strong form-meaning mapping; students with no access to glosses aimed at overall comprehension of the
text; if students re-encountered the target words their form-meaning connections would be strengt...
by Iñigo Yanguas
in Volume 13 Number 2, June 2009
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...strong associations with one another. In terms of radicals,
common elements to be chunked can refer to either a phonetic radical or semantic radical, and their
hierarchically lower derivative characte...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Teaching critical, ethical, and safe use of ICT to teachers
-
...strong
likelihood that the content covered in class was overtly reflected in the findings. Finally, this study
targeted only pre-service teachers, and did not examine the ICT practices and awareness...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- The role of technology in SLA research
-
...strong impact on FL learning in two areas: the use of automatic speech recognition (ASR) for
pronunciation training and the use of chat for increasing language production and language complexity.
Mo...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- L1 for social presence in videoconferencing: A social semiotic account
-
...strong interpersonal relationships are diminished. Therefore, translingual practices can assist learners in
projecting themselves socially and emotionally into their online interactions and can open ...
by Müge Satar
in Volume 24 Number 1, February 2020
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