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Integrating semiotic resources in CALL activity designs
...cross three levels—macro, meso, and micro— as to better recognize degrees of complexities inherent in transdisciplinary language teaching and learning. Starting at the macro, or ideological level, we...

by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Virtual world-supported contextualized multimodal EFL learning at a library
...cross different modes of literacy? Literature Review Language Learning in Libraries Public libraries are buildings which contain collections of books, periodicals, and sometimes music and film...

by Siao-Cing Guo, Yu-Ju Lan
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
...Crossley & McNamara, 2013; Yarra et al., 2019). Teaching institutions are using automatic systems for the assessment of L2 spoken discourse (Seed & Xu, 2018). The important point is that while asses...

by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023

Pragmatic feedback on refusals in a computer-simulated advising session
...cross studies. Framing this type of design as the “instructional package” (p.12) approach, Taguchi and Kim propose that previous studies have often implemented this design because they have worked i...

by Paul Richards
in Volume 28 Number 1, 2024

Computers in language testing: Present research and some future directions
...cross students? How should we sample CALT items? What are the effects of changing the difficulty of CALT items? How can we deal with item sets on a CALT? How should we pilot CALTs? The problem that...

by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...cross-cultural perspective (pp. 39- 52). Amsterdam: John Benjamins. Long, M. H. (1991b, July). Measuring classroom language change. Unpublished manuscript, University of Hawai`i at Manoa. Long, M. H....

by Marta González-Lloret
in Volume 07 Number 1, January 2003

Child-to-child interaction and corrective feedback in a computer mediated L2 class
...cross the different error types. The majority of feedback moves followed lexical errors: 58% of all feedback followed lexical errors, 40% followed syntactic errors and 2% followed uses of L1. These ...

by Frank Morris
in Volume 09 Number 1, January 2005

The Effects of Online Feedback Training on Students’ Text Revision
...cross-cultural communication. Following Hayes, Flower, Schriver, Stratman, and Carey’s revision model (1987), four steps of text revision were included during feedback training: task definition, eva...

by Yu-Fen Yang, Wen-Ting Meng
in Volume 17 Number 2, June 2013

Perception-production link in L2 Japanese vowel duration: Training with technology
...cross the groups at pre-test. As shown in Figure 5, RTs for the training groups significantly increased over time, F(1, 45) = 10.748, p = .002, ηp2 = .193; even the control group’s responses were sl...

by Tomoko Okuno, Debra M. Hardison
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Autonomous learning through task-based instruction in fully online language courses
...cross-cultural issues. In addition to cognitive and social dimensions of online learning, the construct of anxiety as affective factor influences how students learn efficiently. Tuovinen (2000) stre...

by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology