- Data-driven learning of academic lexical bundles below the C1 level
-
...cross levels and item types, what can and cannot be done at lower levels is still
limited, which could be a reason for the slow progress of DDL with regards to becoming incorporated into
mainstream ...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...cross the five
writing tasks.
Table 3
Coding Scheme of Evidence Use (Adapted from Jin et al., 2019)
Evidentiary Practice Feature Description Code
• Relevant
Relevance The evidence is relevant ...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Online videos for self-directed second language learning
-
...cross sign languages (Sandler & Lillo-Martin, 2006),
however, unrelated sign languages will have very different lexical terms, and one could not expect an
Auslan signer to follow discourse in ASL wi...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- EFL students' self-directed learning of conversation skills with AI chatbots
-
...Cross-cultural pragmatics: Requests and apologies.
Ablex.
Coniam, D. (2008). Evaluating the language resources of chatbots for their potential in English as a
second language. ReCALL, 20(1), 98–1...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
-
...cross raters.
Since the current study was interested in improvement in comprehensibility and accentedness over the
course of the semester, a gain score for each participant was computed by subtracti...
by Ines A. Martin
in Volume 27 Number 1, 2023
- Evaluating automatic detection of misspellings in German
-
...cross Linguistic Subsystem
Error category Number of errors Percentage of competence
Lexical 201 27%
Morphological 310 42%
Phonological 224 30%
Total 735 100%
Table 4 displays the target modifi...
by Anne Rimrott, Trude Heift
in Volume 12 Number 3, October 2008
- Blogging to learn: Becoming EFL academic writers through collaborative dialogues
-
...cross-reference, compare, or explore particular themes. To ensure consistency in the coding and
code-sorting process, codes and memos from the two researchers were compared and discussed for
similar...
by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012
- The practices and challenges of telecollaboration in higher education in Europe
-
...cross European universities and to identify barriers that practitioners encounter. The
survey was completed in full by a total of 210 university language teachers in 23 different
European countries ...
by Francesca Helm
in Volume 19 Number 2, June 2015
- The effects of item preview on video-based multiple-choice listening assessments
-
...cross test takers to account for exposure and practice effects, and
the results showed that test takers scored highest under the "sandwich condition" (p.192) in which the
Dennis Koyama, Angela Sun, ...
by Dennis Koyama, Angela Sun, Gary J. Ockey
in Volume 20 Number 1, February 2016
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...cross groups were examined in Yilmaz and Sağdıç (2019), the magnitude of the correlations for the
delayed group was the highest. Overall, there is mixed evidence that cognitive IDs can influence the ...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
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