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Showing 31 - 40 results of 43 for Ross

Explaining dynamic interactions in wiki-based collaborative writing
...ross writing tasks and what factors may account for dynamic interactions during collaborative wiki writing. Given the increasing role of collaborative wiki writing in English as a Second Language (E...

by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017

Multiple online environments as complex systems: Toward an orchestration of environments
...ross the system. In other words, pedagogical actions are co-constructed by tutors with their learners as a whole across different environments. Environments are orchestrated to enact pedagogical actio...

by Marco Cappellini, Christelle Combe
in Volume 26 Number 1, 2022

L2 pragmatics and CALL
...Ross, 2002) and is an essential component of communicative competence (Hymes, 1972). Being pragmatically appropriate when speaking to others is important for successful social interaction. A lack of...

by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

The use of lexical complexity for assessing difficulty in instructional videos
...rossley & McNamara, 2012), vocabulary learning (e.g., Hashimoto & Egbert, 2019), and comprehension of written and spoken text (e.g., Brunfaut & Révész, 2015; Crossley et al., 2008; Révész & Brunfaut...

by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023

First- and second-language subtitles and cognitive load: An EEG study
...ross conditions. This aligns with Kruger et al. (2018), 6 Language Learning & Technology who highlighted the importance of “closer control of the amount of visual information” (p. 19...

by Taegang Lee, Yoohyoung Lee, Sungmook Choi
in Volume 29 Number 1, 2025

Exploring AI-Generated text in student writing: How does AI help?
...rossley et al., 2016). AI-NLG is an emergent type of digital tool and we frame its mediation on EFL students’ writing development as writing with a machine-in-the-loop. This tool emphasizes the co...

by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Can clicker use support learning in a dual-focused second language German course?
...ross-analyses conducted in the context of hypotheses H1 and H2, within each group. Data are presented in Table 4. Table 4. Learning Gain Cross-Analyses With and Without Clickers per Level W N D...

by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018

Multimodal effects of processing and learning contextualized L2 vocabulary
...ross encounters. Conversely, other work has utilized highly sensitive measures of reading time at the level of milliseconds (e.g., TRT) across instances in a text to measure individual learner mail...

by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

University level second language readers’ online reading and comprehension strategies
...ross-references among different websites. We then used Coiro and Dobler’s (2007, p.229) framework of readers’online cognitive strategies as our analytical tool. Based on their study on L1 online re...

by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...ross the globe” (Soliya, n.d.). Its aims thus coincide with objectives which are increasingly becoming important for language educators in different parts of the world: the notion of transcultural c...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL