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Showing 361 - 370 results of 707 for Long

Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
...long been considered able to create an environment that shares many communicative features with face-to-face communication. Over the past two decades, researchers have employed a variety of strategi...

by Huifen Lin
in Volume 18 Number 3, October 2014

Exploring the blended learning design for argumentative writing
...long been recognized. However, many foreign language learners struggle to make effective argumentation and use appropriate language in argumentative writing. In this study, we proposed a blended lea...

by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Review of Language Learning with Digital Video
...longer-term assignments. Similar to Part 1, the variety of tasks in chapters 6 through 9 (often with multiple variations) are sure to keep L2 learning fresh and engaging for students. L2 instructors...

by Zachary Miller, Jeffrey Maloney
in Volume 20 Number 1, February 2016

ICALL offering individually adaptive input: Effects of complex input on L2 development
...long recognized the importance of providing second language (L2) learners with input that is appropriate to the learner’s current proficiency level (cf., e.g., the contributions in VanPatten & Willi...

by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...Long (1996) also suggested that speaking and writing partners in an L2 environment not only provide comprehensible input, but also facilitate learner output through meaning negotiation and error cor...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Blogging to learn: Becoming EFL academic writers through collaborative dialogues
...longitudinal studies should be carried out in the future to further enrich our understanding of the long- term effect of blogging; that is, whether students’ dialogues on blogs eventually change the w...

by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012

Effects on learning logographic character formation in computer-assisted handwriting instruction
...long-term memory of Chinese characters (Tan, Spinks, Eden, Perfetti, & Siok, 2005). The role of character handwriting in L1 acquisition involves both tactile learning and neural processes. A Common...

by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012

Rethinking transfer: Learning from CALL teacher education as consequential transition
...long as you find a way to recharge your energy level, you can always come alive and you can still play. She concluded by saying, “I no longer feel frustrated about student mistakes. It’s all right ...

by Chin-chi Chao
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Qualitative research in less commonly taught and endangered language CALL
...long distances and did not have the chance to have face-to-face meetings with other students. The researchers wanted to know the students’ attitudes toward the course and the Virtually Finnish project...

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
...longitudinal studies and use nonlinear methods of analysis (Lowie & Verspoor, 2015, p. 63) Both group studies and longitudinal case studies are necessary, to determine overall effectiveness of trea...

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