- Accessibility and web design: Why does it matter?
-
...analysis gives a count of 8%. Using the classroom
retrofitting analogy, it's not a question of building new, separate classrooms, but of
changing classroom configurations to accommodate all users. It ...
by Robert Godwin-Jones
in Volume 05 Number 1, January 2001
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...meta-analysis of 50 studies showed that studies
using the explicit method had a larger effect size (d = 1.68) than those using the implicit method (d = 1.27).
Yousefi and Nassaji’s (2019) meta-analy...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
-
...analysis, and the package psych (Revelle, 2021) for internal consistency analysis.
10 Language Learning & Technology
Results
RQ1: Is the CAPT01 website EPSSML an effective resource to teach E...
by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...meta-analysis of mobile-assisted vocabulary
learning). One such technology that has the potential to enhance vocabulary acquisition is clickers
(Reynolds & Taylor, 2020).
Clickers: Instructional Ap...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Review of The handbook of technology and second language teaching and learning
-
...meta-analysis, followed by an examination of how existing CALL meta-analytical reports are documented
in L2 context. Chapter 28 focuses on a multimodal, corpus-based approach to research on online la...
by Hong Diao
in Volume 22 Number 3, October 2018
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...meta-analysis
by Sailer and Homner (2020) showed that gamification combining competitive and collaborative
approaches outperformed merely competitive gamification on behavioural learning outcomes.
...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Learning Objects: Scorn or SCORM?
-
...meta-data used. SCORM implements the
"Learning Object Meta-data" (LOM) specification, which is based on IMS work and specifications
developed by the European group ARIADNE. The LOM was approved as an ...
by Robert Godwin-Jones
in Volume 08 Number 2, May 2004
- A mixed-methods study of feedback modes in EFL writing
-
...Analysis
The interview recordings were transcribed and analyzed in Nvivo v10. The analysis approach was
inductive content analysis as no predetermined codes were used to guide it. Both frequency and...
by Arif Bakla
in Volume 24 Number 1, February 2020
- Moving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot
-
...meta-analysis. Language Learning & Technology, 26(1), 1–24.
https://hdl.handle.net/10125/73488
Çakmak, F. (2022). Chatbot-human interaction and its effects on EFL students’ L2 speaking performance
...
by Dongkwang Shin, Jang Ho Lee
in Volume 28 Number 1, 2024
- Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
-
...analysis results and the main-effect analysis of the individual
dimension are listed in Tables 7 and 8, respectively.
Based on the data listed in Table 7, the two-way ANCOVA analysis results of ind...
by Yu-Ju Lan, Yao-Ting Sung, Chia-Chun Cheng, Kuo-En Chang
in Volume 19 Number 2, June 2015
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