- Lag effects for foreign language vocabulary learning through Quizlet
-
...Schmitt, 2020). In order to disentangle the effect of this potentially
confounding factor, it is imperative to explore how lag effects could vary between these two kinds of
knowledge. Finally, altho...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...Schmitt & Rodgers, 2020). However, most
studies on cognate and noncognate processing have been conducted in fields such as psycholinguistics, with
isolated words and with advanced bilinguals (see Li...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Data-driven learning of academic lexical bundles below the C1 level
-
...Schmitt, 2009, DeCarrico & Nattinger, 1988), lexical
bundles (Biber et al., 2004), formulas, and formulaic sequences (Ellis et al., 2008), among others. These
collocation types differ from the typic...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Using corpora to develop learners’ collocational competence
-
...Schmitt, 2013; Zaferanieh & Behrooznia,
2011) suggest that learners who receive explicit instruction on collocations perform better than those who
receive no instructions or implicit instruction thr...
by Shuangling Li
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
-
...Schmitt, 2013). Moreover, bimodal exposure to new words (written and aural) seems to aid
pronunciation awareness (Abobaker, 2017; Cárdenas-Claros & Campos-Ibaceta, 2018).
G5: Favor activities that ...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
...Schmitt, 2022) making them
potentially more versatile for different types of text simplification.
These ATS tools differ significantly from human-based approaches to text simplification. Human
app...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
- Data-driven learning of collocations: Learner performance, proficiency, and perceptions
-
...Schmitt, 2013; Szudarski & Carter, 2016). In DDL, input enrichment is realized as corpora
provide teachers and learners access to a large number of target structures in attested language use
samples...
by Nina Vyatkina
in Volume 20 Number 3, October 2016
- Discovering collocations via data-driven learning in L2 writing
-
...Schmitt, 2009), as learners overuse
familiar and underuse less familiar collocations. Corpus-based learning, in which learners consult corpora
by themselves, including the use of corpus-based concor...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
- Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
-
...Schmitt (1986) and Liu
and Chu (2010) claimed that learning motivation in any learning setting stimulates learners’ passion for
learning, providing them with opportunities to master learning materia...
by Hee-Jung Jung
in Volume 18 Number 3, October 2014
- Riding the digital wilds: Learner autonomy and informal language learning
-
...chmitt, 2006, p. 81). The effectiveness of a particular resource or strategy will depend on
where the learner is in the development process and how that new element interacts with other components
R...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
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