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Showing 341 - 350 results of 390 for Li

Motivation in computer-assisted pronunciation training: Online and face-to-face environments
...ligible effect sizes for comprehensibility and accentedness respectively. As outlined earlier in the review of the literature, one might expect motivation to be particularly important in an online ...

by Ines A. Martin
in Volume 27 Number 1, 2023

The effects of captioning videos used for foreign language listening activities
...liams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509-533. Blake, ...

by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010

Textual, genre and social features of spoken grammar: A corpus-based approach
...licability to sentence grammar would need to be validated in the future. Another limitation, partly due to course time constraints, is that only a limited range of monologic and dialogic genres were...

by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Qualitative research in less commonly taught and endangered language CALL
...licit or implicit CALL goals, such as cultural and political ones, that complicate the evaluation process (Haag & Coston, 2002). Learners may study the language for cultural solidarity or intrinsic r...

by Monica Ward
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Big data and language learning: Opportunities and challenges
...lications for applied linguistics—A sociocultural perspective. Applied linguistics, 27(4), 717–728. Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied ling...

by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

Anxiety in virtual exchange and its relationship with social presence
...ish as a lingua franca. To leverage both asynchronous and synchronous modalities while limiting potential online learning anxiety (see the Literature Review section on Anxiety above), the tasks inco...

by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...lian at home using Duolingo versus learning it using an online slideshow during 7 sessions. They found that, while the groups did not differ on linguistic achievement, Duolingo learners reported the...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

Applying educational data mining to explore individual experiences in digital games
...lidated error begins to increase (instead of decrease) as a result of adding a split, the decision tree should stop building (Williams, 2011). Thus, the goal is to identify the lowest cross-validated...

by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023

The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
...lity transparency, and user trust, necessitate the establishment of ethical guidelines and principles in their application (Kooli, 2023). Mei-Rong Alice Chen 3 Nevertheless, the integration o...

by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024

The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness
...liar words receive more fixations and longer fixation durations than familiar words (e.g., Elgort et al., 2018; Pellicer-Sánchez, 2016). This suggests that unfamiliar words are noticed and processed...

by Aysen Tuzcu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL