Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 361 - 370 results of 419 for Strong

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

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

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 integration of auditory and textual input in vocabulary learning from subtitled viewing: An eye-tracking study
...strongly predict vocabulary gains and participants’ reported awareness of the unknown words. However, processing the L1 text ahead of the L2 audio may limit vocabulary learning and lead to lower rep...

by Andi Wang
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

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