- Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
-
...Strongly Agree, 3 = Agree, 2 = Disagree, and 1 = Strongly Disagree.
Dorry M. Kenyon and Valerie Malabonga Comparing Examinee Attitudes...
Language Learning & Technology 67
The questions in the OPI, th...
by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Preservice english teachers acquiring literacy practices through technology tools
-
...strong influence on
the level of substantive exchange of ideas (Harrington & Quinn-Leering, 1996).
Aaron Doering and Richard Beach Preservice English Teachers Acquiring Literacy Practices…
Language Le...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
-
...Strong hints/mild hints Attached is a draft of my grammar lesson plan.
I’m having a very difficult time in figuring out how
to put these lesson materials together.
Within each request head act, s...
by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007
- University level second language readers’ online reading and comprehension strategies
-
...strong predictor of the recall scores of all participants.
Even though some of these reading strategies, such as using a dictionary, were adopted from paper-based
reading (Anderson, 2003; Hsieh & Dw...
by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014
- Twitter-based EFL pronunciation instruction
-
...strong motivation for empirical research and careful evaluation of the
existing tools. In this respect, the current study has looked at the potential of Twitter as a tool for teaching
pronunciation ...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...strong (rs = .29 to .36). While
reaching 90% lexical coverage of episodes of TV series may indicate that the episodes might be
comprehensible, it does not ensure that learners will understand it (...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Multilevel language tests: Walking into the land of the unexplored
-
...strong impact on
teaching and testing, with many test takers facing the need to find either accreditation or certification tests
that they can take from home. As a consequence, some testing companie...
by Jesus García Laborda, Miguel Fernández Álvarez
in Volume 25 Number 2, June 2021
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...strong interest in building a friendship with their respective American partners. This might have
prevented them from being critical. As a result, they opted to provide assistance with reading and wr...
by Li Jin
in Volume 17 Number 2, June 2013
- Strategies for effective communication in Dutch as a lingua franca telecollaboration
-
...strong position of this language in Central Europe (there is
a formalized Comenius network of Dutch Studies at universities in Poland, Hungary, Czechia, and
Slovakia) supported by the activity of th...
by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Presence and agency in real and virtual spaces: The promise of extended reality for language learning
-
...strong sense of presence, the “transformation
of the contextual surround, taking users to destinations that can be seen, heard, and felt” (Karimi et al.,
2023, p. 27). The learner has the impression...
by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
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