- Enhancing extensive reading with data-driven learning
-
...Plonsky & Oswald, 2014) it seemed clear to us that
some in the experimental class had higher levels of proficiency in this area than those in the control class.
Scores for the experimental and contr...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- The effects of face-to-face and computer-mediated recasts on L2 development
-
...Plonsky and Oswald (2014), the effect
sizes were interpreted as small when r was close to .25, medium when r was close to .40, and large when r
reached .60.
8 Language Learning & Technology
...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- The use of lexical complexity for assessing difficulty in instructional videos
-
...Plonsky & Oswald, 2014). To prepare the
dataset for regression modeling, we shuffled the entire dataset and created both training and testing sets
through a 67/33 split approach (Han et al., 2011); ...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...Plonsky and Oswald (2014).
3. Confidence intervals provide an alternative approach to assessing significance. If the confidence
interval does not contain zero, the p-value will be less than 0.05 (La...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Teaching Google search techniques in an L2 academic writing context
-
...Plonsky and Oswald (2014): small (0.60), medium (1.00), and large effect (1.40). The first author and a
graduate student coded the test data and the inter-coder reliability (i.e., the Pearson correla...
by Sumi Han, Jeong-Ah Shin
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...Plonsky and Oswald (2014). Specifically, 0.60, 1.00, and 1.40 were considered as
being small, medium, and large, respectively, for within-group differences, while 0.40, 0.70, and 1.00 were
interpret...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- Effects of DDL technology on genre learning
-
...Plonsky and Oswald (2014) where .25
was a small effect, .40 was a medium effect, and .60 was a large effect.
Next, the drafts classified into moves and steps were aligned such that the sentences in ...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...Plonsky & Oswald, 2014). Similarly, the
baseline (M = 81.23 ms) and enhancement (M = 81.00 ms) groups did not differ in terms of the number of
visits to the target collocations (t51 = .386, p = .701...
by Sungmook Choi
in Volume 27 Number 1, 2023
- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...Plonsky & Ziegler, 2016),
overviews and narrative literature reviews (e.g.,
Reinders & White, 2016)5.
It is published between 1997 and 2020.
Studies dealing with mechanisms or strategies
for ...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Plonsky & Gass, 2011). While the interaction hypothesis was conceptualized for face-to-face interaction
prior to the development of text chat as a pedagogical tool, text chat has been likened to face...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
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