- Using eye-tracking as a tool to develop lexical knowledge
-
...strong correlations
among these measures (target pseudowords: r = .82, p < .01; glosses: r = .75, p < .01). For each index, we
expected greater values under the interactive condition as interactive ...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
-
...strong agreement
now that complexity and fluency are enhanced by pre-task planning; the results for accuracy are not so
clear. Learners may use planning time to plan how to avoid using structures they...
by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004
- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...strong resemblance
J. Scott Payne and Brenda M. Ross Chatrooms as Conversation Simulators...
Language Learning & Technology 36
between the types of utterances generated in a chatroom and what wou...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
-
...Strong and weak students' preferences for error feedback options and responses.
The Modern Language Journal, 79(2), 194-211.
Brandl, K. K. (2002). Integrating internet-based reading materials into ...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
-
...strong. In addition,
this model has been validated, calibrated, and widely applied to various SLA contexts (Grolnick & Ryan,
1989; Ryan & Connell, 1989). Therefore, adopting a multidimensional view ...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- Discovering collocations via data-driven learning in L2 writing
-
...strongly disagree __ 2 disagree __ 3 neutral __ 4 agree __ 5 strongly agree
1.I had difficulty using COCA because the interface was complicated 1 2 3 4 5
2.I had difficulty using COCA because it to...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
-
...stronger conceptual motivation” in
second language acquisition research “because rather than assume homogeneity, the RE model tests for it”
(p. 96). Thus, we followed their advice in “[avoiding] hom...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- Mode, meaning, and synaesthesia in multimedia L2 writing
-
...Strong, I guess, and important.
Mark: Uhhuh.
Ally: Yeah, oh and like, yeah. More important. I guess that kind of related to like how I think
that I like identify more with Chinese, I guess. Yeah.
M...
by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- More than a linguistic reference: The influence of corpus technology on L2 academic writing
-
...strong grammar-based view of language, that is, "grammar is the core of the language
and learning a language is learning grammar." He also held a clear distinction between words and
grammar; words a...
by Hyunsook Yoon
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
-
...strong English background. The open questions of the
questionnaire also show that most students expressed their strongly desire to use the language such as in
presentation, in translation and in cul...
by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.