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Showing 311 - 320 results of 429 for Strong

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...strongly agree to 1=strongly disagree. The mean was calculated for every statement. The results of the students' evaluations were uniform, and the level of difficulty of the activity seemed to be appr...

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

Autonomous learning through task-based instruction in fully online language courses
...Strongly Disagree to Strongly Agree to gauge different viewpoints. Students indicated their level of satisfaction by ranking the questions from 1 to 5 (5 being the highest score) along with an expla...

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

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

Online videos for self-directed second language learning
...strong growth internationally in the number of hearing students studying sign languages as an L2, and concomitant growth in SLA research on the experiences and acquisition trends of this learner gro...

by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...strong motivator for individuals to strive for excellence and has positive aspects on learning because it presents additional challenges, which lead to increased motivation, active participation, fo...

by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024

Language learning through game-mediated activities: Analysis of learners’ multimodal participation
...strong role for pedagogy to utilize multimodal cues for L2 learners. Similarly in the present study, game-mediated activities functioned as a platform to offer multimodal cues while students partici...

by Yuchan Gao
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