- The Effects of Text-Based SCMC on SLA: A Meta Analysis
-
...strong potential for encouraging the negotiation of meaning in interaction.
This is because of SCMC’s resemblance to spoken communication and the textual features of discourse,
which allow learners ...
by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...strong
focus on vocabulary
but included
grammatical markers
and structure)
1 learner of
English
Narrating a video (orally) 1 repetition
3 days after
first task
Task repetition increased CAF....
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Strong, R. (2014). Effects of interactive
chat versus independent writing on L2 learning. Language Learning & Technology, 18(3), 208–227.
Retrieved from http://llt.msu.edu/issues/october2014/tareeta...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Can clicker use support learning in a dual-focused second language German course?
-
...Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Perceived Usefulness
Using clickers improves my performance in learning German 1 2 3 4 5
Using clickers ...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...strong friendship’ in a dyad
6 Opinion gap Family and friends: Free channel
Commenting, sharing, and discussing two pictures
showing contrasting life phenomena (happy and sad
family pictures) in ...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...strongly disagree to 5 being strongly agree). The categories of teacher
feedback were simplified in the survey for students to easily understand and provide their ratings. In
addition, students were...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
-
...strongly disagree and 5 as
strongly agree. The scale contains 24 items divided into five categories: (a) interaction engagement, (b)
respect for cultural differences, (c) interaction confidence, (d)...
by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025
- Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
-
...strong teacher presence, and build rapport (Lim et al., 2012); and (d) her eye contact, body
gestures, and demonstrative actions to further engage students, such as touching her hair to illustrate
“...
by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...stronger bond” than the plotting of the words (p.
94).
Little research exists on the efficacy of video in the domain of L2 vocabulary acquisition. Neuman
and Koskinen (1992) state that captioned video...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
- Lexical behaviour in academic and technical corpora: Implications for ESP development
-
...strong procedural meaning, since they signal the type of
discourse function being used.
Alejandro Curado Fuentes Lexical Behaviour in Academic and Technical Corpora…
Language Learning & Technology 118...
by Alejandro Curado Fuentes
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
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