- Ecological affordance and anxiety in an oral asynchronous computer-mediated environment
-
...Krashen (1982) posits that high levels of anxiety block input from reaching “that
part of the brain responsible for language acquisition” (p. 31). Others, such as MacIntyre and Gardner
(1994), show ...
by Levi McNeil
in Volume 18 Number 1, February 2014
- "Reflective conversation" in the virtual language classroom
-
...Krashen conceptions of "input," "modification," and
"output") have proposed a model in which:
the L2 is acquired through learners' interaction in the target language because it provides
opportunities ...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- 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
- Mastery-based language learning outside class: Learning support in flipped classrooms
-
...Krashen (1988) argued that affective factors, such as lack of confidence and motivation or fear and anxiety,
can elevate learners’ affective filters, which inevitably hinders comprehensive language in...
by Yuping Wang, Grace Yue Qi
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
...Krashen, 1982).
Other studies of AI simplified texts likewise report conflicting results. Some researchers have concluded
that ATS simplifications increase text readability for English as it was ev...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
- 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
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