- Teaching Google search techniques in an L2 academic writing context
-
...Plonsky and Oswald (2014): small (0.60), medium (1.00), and large effect (1.40). The first author and a
graduate student coded the test data and the inter-coder reliability (i.e., the Pearson correla...
by Sumi Han, Jeong-Ah Shin
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...Plonsky and Oswald (2014). Specifically, 0.60, 1.00, and 1.40 were considered as
being small, medium, and large, respectively, for within-group differences, while 0.40, 0.70, and 1.00 were
interpret...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...Plonsky & Oswald, 2014). Similarly, the
baseline (M = 81.23 ms) and enhancement (M = 81.00 ms) groups did not differ in terms of the number of
visits to the target collocations (t51 = .386, p = .701...
by Sungmook Choi
in Volume 27 Number 1, 2023
- Effects of DDL technology on genre learning
-
...Plonsky and Oswald (2014) where .25
was a small effect, .40 was a medium effect, and .60 was a large effect.
Next, the drafts classified into moves and steps were aligned such that the sentences in ...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...Plonsky & Ziegler, 2016),
overviews and narrative literature reviews (e.g.,
Reinders & White, 2016)5.
It is published between 1997 and 2020.
Studies dealing with mechanisms or strategies
for ...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Plonsky & Gass, 2011). While the interaction hypothesis was conceptualized for face-to-face interaction
prior to the development of text chat as a pedagogical tool, text chat has been likened to face...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...Plonsky, 2019, p. 665).
However, we tried to control the planning time during the test as each word was only displayed for five
seconds before the screen automatically transitioned to the next one. ...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Multimodal effects of processing and learning contextualized L2 vocabulary
-
...Plonsky &
Oswald, 2014). The minimum number of target items was specified at 10 (at the instance level), which
resulted in a suggested sample of 50 participants per group, with a total N = 100. It w...
by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Plonsky and Oswald (2014), as an effect size of .20 as
small, .40 as medium, and .60 as large.
To address RQ 2, students’ interview responses were transcribed verbatim, translated from Chinese int...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Attention and learning in L2 multimodality: A webcam-based eye-tracking study
-
...Plonsky & Oswald, 2014). Regardless
of the test time point, form recognition was positively associated with Xlex scores. With every unit
increase in Xlex, the odds ratio was 4.57 times higher for re...
by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025
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