- Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
-
...Cobb & Horst,
2011), it appears that a longer period of gameplay under direct instruction (i.e., explicit teaching of specific
skills) may be necessary to consolidate vocabulary learning. Third, the...
by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
-
...Cobb, T., & Horst, M. (2011). Does Word Coach coach words? CALICO Journal, 28(3), 639–661.
https://doi.org/10.11139/cj.28.3.639-661
*deHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of inte...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
-
...Cobb, & Meara, 1998; Knight, 1994; Krashen,
1989; Nagy, Herman, & Anderson, 1985; Nation & Coady, 1988) examine the role of context in
vocabulary acquisition which takes place through reading or rea...
by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002
- Contextualized vocabulary learning
-
...Cobb, 2017; Godwin-Jones, 2017a).
Findings from corpus-based studies, discourse analysis, and other fields have shifted our understanding of
language from a model based on rules to one based on patt...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Effect of using texting on vocabulary instruction for English learners
-
...Cobb’s (2016) VocabProfilers to identify academic and low-frequency words and
determine the number of occurrences in the assigned readings. In order to optimize students’ vocabulary
learning and sup...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Applications of Text Analysis Tools for Spoken Response Grading
-
...Cobb, 2002) to
collect measurements of high and low frequency words along with type and token counts. Iwashita et al.
reported that many linguistic features within the speaking samples varied accord...
by Scott Crossley, Danielle McNamara
in Volume 17 Number 2, June 2013
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...Cobb, 2023) to analyze the video scripts, we found all words among
the 6000 most common word families in English. This was reasonable given the high English proficiency
of our participants (C1). The...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Effects of captioning on video comprehension and incidental vocabulary learning
-
...Cobb & Meara, 1998; Peters, 2006, p. 77) for the
meaning recognition and meaning recall test (see Equation 1):
(1)
As shown by the equation, we calculated the difference between the number of c...
by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014
- High school writing teacher feedback on word choice errors
-
...Cobb’s The
Compleat Lexical Tutor, or TANGO, to name but a few. If there are time constraints, the self-correction
portion of the task can be completed outside the classroom and the L2 writing teach...
by Chian-Wen Kao, Barry Lee Reynolds
in Volume 24 Number 3, October 2020
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...Cobb, 1994; Jonassen, 1994; O'Malley, 1995; Schank & Cleary,
1995), engagement in contextualized authentic tasks as opposed to abstract instruction, and less-
controlled environments versus predetermi...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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