- Towards an instructional programme for L2 vocabulary: Can a story help?
-
...Taylor, 1953). Answers were scored
Peter Prince Towards an Instructional Programme for L2 Vocabulary
Language Learning & Technology 108
0 (incorrect), 0.5 (partially correct) or 1 (correct) by t...
by Peter Prince
in Volume 16 Number 3, October 2012
- Learning to express gratitude in Mandarin Chinese through web-based instruction
-
...Taylor, 2003)
have underscored the need to teach pragmatics for a variety of reasons, such as the insaliency of certain
pragmatic features and the distinct differences in pragmatic performances betw...
by Li Yang
in Volume 20 Number 1, February 2016
- Asynchronous forums in EAP: Assessment issues
-
...Taylor, 2003). In some forums, instructors are regular participants, responding
to student questions and providing corrective feedback (Sotillo, 2000); in others, the instructor is an
observer, whos...
by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- The effect of interactivity with a music video game on second language vocabulary recall
-
...Taylor, 2002, p. 20). Because games can contain useful
linguistic information, it is necessary to determine whether interactivity contributes to or detracts a
student from noticing it.
deHaan (2005...
by Jonathan deHaan, W. Michael Reed, Katsuko Kuwanda
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
-
...Taylor & Francis.
Cherny, L. (1999). Conversation and community: Chat in a virtual world. Stanford, CA: CSLI
Publications.
Cook-Gumperz, J. (1986). Literacy and schooling: An unchanging equation? In J...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...Taylor et al.
(2019) maintain that the argumentative writing genre demands a high degree of academic language skills
because the argumentation cuts across multiple disciplinary areas. Some specific ...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
-
...Taylor, 1986; Odlin, 1989; Gass & Selinker,
1992; Ringbom, 1992). More recently, studies in error analysis are using computer tools to investigate
learner language especially in the case of the diff...
by Penny MacDonald, Amparo García-Carbonell, José Miguel Carot-Sierra
in Volume 17 Number 2, June 2013
- L2 learners’ engagement with automated feedback: An eye-tracking study
-
...Taylor & Francis.
Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Multilingual Matters.
Bolzer, M., Strijbos, J., & Fischer, F. (2015). Inferring mindful cogniti...
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Genres, registers, text types, domain, and styles: Clarifying the concepts and navigating a path through the BNC jungle
-
...Taylor, 1989) to the conceptualisation of genre (and hence to the
formalisation of a taxonomy of discourse; cf. also Paltridge, 1995, who made a similar argument but from
a different perspective). Bas...
by David YW Lee
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Effects of digital game elements on engagement and vocabulary development
-
...aylor, 2016) (Figure 3). The game provides
immediate feedback (e.g., “Correct! You are super SMART!” or “It’s incorrect. Please try again!”),
encouraging repeated attempts until all tasks are comple...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
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