- Data-driven learning of academic lexical bundles below the C1 level
-
...Hulstijn, 2001, p. 272), much in line with the word focused tasks mentioned by Laufer (2017).
Choo et al. (2012, p. 855), referring to Rosszell (2007), state that a combination of incidental and inte...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Digital Gaming and Language Learning: Autonomy and Community
-
...Hulstijn (2008) argues that
explicit intention of learning and use of learning strategies are the defining features of intentional
learning. In other words, everyday practices in informal contexts c...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Lag effects for foreign language vocabulary learning through Quizlet
-
...Hulstijn & Laufer, 2001) in productive
practice. By requiring users to produce the target word with perfect orthography, flashcard training
guarantees a significant level of attention to each item, ...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Effects of DDL technology on genre learning
-
...Hulstijn, 2015; Ortega, 2013). Therefore, interactive DDL should create opportunities for
learners to engage in cognitive processes similar to skilled writers and help them learn how to freely
Elena...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...Hulstijn and de Graaff (1994) argued that
metalinguistic explanations give an edge when the targeted structures are more complex. Perhaps the
structures in Rosa and Leow and the studies that align w...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Using peer computer-mediated corrective feedback to support EFL learners' writing
-
...Hulstijn, 1995), while others (Doughty &
Williams, 1998; Long & Robinson, 1998) see implicit and explicit knowledge as being separated and
adhere to an intermediate position between these two types....
by Ali AbuSeileek, Awatif Abualsha'r
in Volume 18 Number 1, February 2014
- Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
-
...Hulstijn, 2001). Studies such as these are relevant to this study and accounted
for in what follows.
In two American studies using the simulation game The Sims among adult L2 English learners, posit...
by Pia Sundqvist
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Effect of using texting on vocabulary instruction for English learners
-
...Hulstijn, 2001; Nation, 2001; Schmitt, 2008). For instance, Thornton and Houser (2005) sent
Japanese university students three mini-lesson messages daily in multiple exposures: introducing a word,
r...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
-
...Hulstijn, 2001). Saudi EFL learners have
been found to favor passive learning strategies (e.g., rote memorization and repetition) over more
cognitively demanding techniques (Ali, 2020; Alshammari, 2...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...Hulstijn, 2015, p. 32). That places importance on the use and
reuse of multi-word expressions (MWE). Situations which enhance the opportunities for encountering
MWEs are therefore valuable to L2 lea...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
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