- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...interaction between the scores and the initial writing proficiency level (pre-feedback score) was also
significant (F(3, 126) = 17.689, p < .001, η 2
p = .296). This suggests that, across the studen...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- Computerized dynamic assessment of implicature comprehension in L2 Chinese
-
...interactions between expert
and novice, while the idea of providing standardized graduated feedback has only been operationalized in
a few studies (Davin et al., 2014; Poehner & Lantolf, 2013; Poehn...
by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
Language Learning & Technology 2022, Volume 26, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–21
ARTICLE
Different effects of machine translation on L2
revisions across students’ L2 writing pr...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
-
...interaction between task complexity and writing genre that would need to be isolated in order to make any
valid claims about task effects. For example, Skehan (2009) discusses the validity of Robinso...
by Erin Schnur, Fernando Rubio
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Learning pronunciation through television series
-
...interaction between the time and group variables (F (1,51) = 13.15, η² = 0.34,
p < .001). This means that for the participants, any changes in production between the pre-test and the p...
by Paweł Scheffler, Karolina Baranowska
in Volume 27 Number 1, 2023
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.