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Long, M. (19...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- The effects of captioning videos used for foreign language listening activities
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...h. It was then checked
by another native speaker of the target language. All translators were fluent in English.
10. When working across languages, especially with vocabulary, it is not possible to ...
by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010
- Patterns of peer interaction in multimodal L2 digital social reading
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...h.
Michael: That's what I think of as well.
Michael’s reply expresses alignment with Danielle’s experience. Most replies to assertives in Section 5,
and many in Section 3, are of this type, consist...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
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Spanish. The Modern Language Journal, 82, 357–371.
Long, M. H., & Robinson, P. (1998). Focus on fo...
by Li Jin
in Volume 17 Number 2, June 2013
- Manipulating L2 learners' online dictionary use and its effect on L2 word retention
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...H. (2003). Incidental and intentional learning. In C. Doughty & M.H. Long (Eds.), Handbook
of second language acquisition (pp. 349-381). Malden, MA: Blackwell.
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by Elke Peters
in Volume 11 Number 2, June 2007
- Fostering foreign language learning through technology-enhanced intercultural projects
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...long time. Now, I can reply
faster. (S6)
During the project, I felt that I was making progress in writing. Now, I can write a
longer forum message than before, without just using a lot of emoticons...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- Modality of input and vocabulary acquisition
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...Long, M. (1991). An introduction to second language acquisition research.
London: Longman.
Markham, P. (1993). Captioned television videotapes: Effects of visual support on second language
comprehe...
by Tetyana Sydorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Global reach and local practice: The promise of MOOCs
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...h. Students there are able to earn up to 2 ECTS credits
(European Credit Transfer and Accumulation System) by participating in a MOOC conducted in English.
Students need to find a MOOC on their own...
by Robert Godwin-Jones
in Volume 18 Number 3, October 2014
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
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Martínez-Flor, A. (2012). Examining EFL learners’ long-term instructional effects when mitigating. In M.
Economidou-Kogetsidis & H. Woodfield (Eds.), In...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
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...longer.” Other
reasons printed text proved superior for some included enhanced long-term retention, prolonged sustained
attention, and increased reading speed.
However, digital forms may help EFL ...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
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