- The formative role of teaching presence in blended Virtual Exchange
-
...cross the Three Iterations
Task
Code
Task Description Iteration 1
2015/16
Iteration 2
2016/17
Iteration 3
2017/18
T1 Written and Multimodal Personal
Intro
Forum Forum + Padlet
intro
Pa...
by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Contextualized vocabulary learning
-
...Crossley, & Kyle, 2018; Pellicer-Sánchez, 2016). Knowledge of a word or expression
may be at different levels of depth—that is, recognizing the word receptively, being able to use it
productively, k...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Computing curriculum time and input for incidentally learning academic vocabulary
-
...cross multiple subjects. Findings indicate
ER/EV are pedagogies that could substantially support academic vocabulary development. A tool is
released for teachers to compute personalized estimates us...
by Clarence Green
in Volume 26 Number 1, 2022
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...cross two conditions: SCPV versus S. By placing a
notice on an electronic bulletin in a university in Hong Kong, we recruited 71 students (60 females, 11
males) across five years of study (1–5) and ...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
-
...cross the reviewed studies to identify recurring concepts and supporting evidence,
facilitating the cross-validation of the emergent categories (Saldaña, 2021). To ensure the reliability and
Huan...
by Huan Huang, Michael Li
in Volume 28 Number 1, 2024
- Modality and task complexity effects on second language production in CMC
-
...cross communication modes in
CMC.
We address the following research questions:
1. Does modality impact second language production in CMC peer interactions?
2. Does task structure impact the relati...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
-
...cross on the delayed posttest. Additionally, in the self-reflection, participant II 013
mentioned the aspect of automatization: That they had learned some strategies, but could not use them
Tetyana ...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
-
...cross-cultural aspects of second language writing) remains highly influential, there has been a recent
and growing interest in using corpus analysis to understand this area of second language learning...
by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...cross-the-curriculum in learning as the very
basis of generic skills or competencies and applied knowledge as well as mere skill or content
transmission. Thus, it might be argued that an across-the-...
by Cameron Richards
in Volume 09 Number 1, January 2005
- Modality of input and vocabulary acquisition
-
...cross written and aural vocabulary tests
in such a way that half of the words predicted to be possibly known were on the aural test, and the other
half on the written test. For the same reason, word...
by Tetyana Syodorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
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