- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...Krashen, 1982;
Larsen-Freeman & Long, 1991; Jiang, 2008), learners of Chinese who have alphabetic first languages
tend to find Chinese writing difficult to learn. This is because in alphabetic writing...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Enhancing extensive reading with data-driven learning
-
...Krashen, 1989), the zone of proximal development (Vygotsky, 1978), or the
cognitive load theory (Sweller, 1994)—all of which state that learnable second language input must be
challenging, but compr...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...Krashen, 1985),
focus on form (e.g., Doughty & Varela, 1999), negotiated output (Swain, 1995) as well as task type and
negotiation strategies (e.g., Long, 1985; Pica, 1993). Not until recently, howeve...
by Lina Lee
in Volume 08 Number 1, January 2004
- Vocabulary learning in an automated graded reading program
-
...Krashen, 2004). However, studies have
revealed that extensive reading for second language (L2) vocabulary development may lead to such
problems as incorrect inferences, lack of retention, and, ultim...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Applying form-focused approaches to L2 vocabulary instruction through podcasts
-
...Krashen, 1985). In another study, Laufer (2006) empirically compared
the two approaches in learning new L2 words. The FonF group read a text containing the target words,
discussed it in small groups...
by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
-
...Krashen, 1985; Van den Branden, 2000). From a reading
proficiency perspective, Larsen-Freeman and Long (1991) note:
Modification of the interactional structure of conversation or of written discours...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Mode, meaning, and synaesthesia in multimedia L2 writing
-
...Krashen’s (1982) linguistic "monitor": just as
language users develop an internally governed sense of acceptability in language usage, it seems that the
emergence of a sense of conventional appropriat...
by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
-
...Krashen, 1985; Swain, 1985; Swain & Lapkin, 1995),
where the L2 is acquired through learners’ interaction with other speakers of the L2 and through
opportunities to comprehend messages. These were s...
by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
-
...Krashen, 1989). This kind of vocabulary learning, where the vocabulary is "picked-up"
during normal L1 or L2 reading activities, is referred to in the research as "incidental" vocabulary
learning (e...
by Isabelle De Ridder
in Volume 06 Number 1, January 2002
- Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
-
...Krashen, 1985) and the Output Hypothesis (Swain, 1995), the
interactionist approach to SLA emphasizes the complete learning cycle, moving from input and
interaction, to feedback and output (Gass, 1...
by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL
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