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Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
...he sentences of the shadowing task while their responses (i.e., the sentence or parts of the sentence that they repeated) were audio-recorded. Next, they took the LexTALE-ESP and completed the backg...

by Maribel Montero Perez, Anastasia Pattemore
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Computer-mediated corrective feedback and the development of L2 grammar
...he error minus the rest of the initial utterance. In other words, the more information the learner is confronted with, the more difficult it may be for the learner to locate and identify the porti...

by Shannon Sauro
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Exploring multimedia, mobile learning, and place-based learning in linguacultural education
...hey touched the picture, a hint of the certain shape (e.g., 苹果 [apple]) appeared in Chinese and disappeared when they moved their finger away. When clicking on the little speaker button, learners he...

by Yiting Han
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Second language learners’ post-editing strategies for machine translation errors
...heir L1 writing into L2 without the help of MT and then correct their L2 writing using the MT translation for comparison. In the process of editing with MT, the students were found using writing str...

by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023

Modality and task complexity effects on second language production in CMC
...hether the worksheet increased the ease of communication on the task. On the post-task survey, 100% of the participants in the +TS condition agreed that the worksheet made it easier for them to enga...

by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023

Research on text comprehension in multimedia environments
...he most prevalent metaphors in the literature are the bottom-up approaches, the top-down approaches, and the interactive approaches. Due to the fact that many of the current views of L2 reading have...

by Dorothy M. Chun, Jan L. Plass
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
...hers. Normally the monster idea is exchanged and drawn by the other party. Here Lena also drew her own monster and then exchanged that back to other party for comparison with their drawing. This mod...

by Cameron Richards
in Volume 09 Number 1, January 2005

Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
...he first stage; rather, she allowed them to revise their essays using the program as often as needed and only set a deadline for them to submit their essays to her. In the second stage, she gave wri...

by Chi-Fen Emily Chen, Wei-Yuan Eugene Cheng Cheng
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Integrating technology into study abroad
...he Arabic dialects as well as the sociolinguistic contexts in which they need to mix these varieties, making them more prepared to deal with the sociolinguistic reality of the Arab world, whether th...

by Robert Godwin-Jones
in Volume 20 Number 1, February 2016

Effects of web-based collaborative writing on individual L2 writing development
...he in-class web-based group writing helped them learn, that it helped them check their organization and grammar quickly, that Google Docs helped them plan, and that it helped them identify Dawn Biko...

by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016