- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...cross-modality transfer (from receptive to productive skill).
Background
Teaching Pragmatics: Explicit and Implicit Instruction
Researchers have compared a variety of instructional approaches and ...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- Patterns of peer interaction in multimodal L2 digital social reading
-
...cross multiple
sections of the same course with different instructors. The purpose of this study was to investigate how
DAT use varied not just over time and across different texts, but also across ...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...cross
individual learners.
To evaluate the potential of waveform displays as a training tool, the current study was guided by the
followin g research questions:
1. Is auditory-visual (AV) percepti...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Lexical bundles in L1 and L2 academic writing
-
...cross corpora involves what is actually counted
(i.e., type/token distinction). Should we count the number of types of bundles (e.g., counting as a result of
and it is possible to each as one type o...
by Yu-Hua Chen, Paul Baker
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...cross learning levels (Shen, 2000; Shen & Ke, 2007). In line with this
argument, Taft and Chung (1999) reasoned that the longer the learners study Chinese, the better they can
use radical structures t...
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
-
...cross-cultural
perspectives (Vol. 39). J Amsterdam, The Netherlands: John Benjamins.
Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. Amsterdam, The Netherlands: John
Benjamins. ...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- The accuracy of computer-assisted feedback and students’ responses to it
-
...cross-disciplinary perspective (pp. 3–20).
Mahwah, NJ: Lawrence Erlbaum.
Nagata, N. (2009). Robo-Sensei’s NLP-based error detection and feedback generation. CALICO Journal,
26(3), 562–579.
O’Regan...
by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
-
...cross-cultural issues?
APPENDIX B. Transcription Glossary (Adapted from Hutchby & Wooffitt, 2008, p. x-xii, based on
transcription conventions developed by Gail Jefferson)
(1.0) The number in pa...
by Airong Wang
in Volume 19 Number 2, June 2015
- The role of technology in SLA research
-
...cross continents focused on
sociocultural aspects of telecollaboration (Belz, 2002; Chun, 2014; Furstenberg et al., 2001; Thorne,
2003).
The recording and storage capacities of different technologi...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...cross the globe; opens up
new possibilities for alternative education; facilitates growing opportunities for collaboration, game-
playing and knowledge-sharing between people who are geographically s...
by Melinda Dooly
in Volume 22 Number 1, February 2018
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