- The role of tasks in promoting intercultural learning in electronic learning networks
-
...feedback.
Regarding learner and teacher roles in task design, Breen points out that the language task itself is open to
interpretation by the learner on his or her terms, and Legutke and Thomas add ...
by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
-
...feedback on what they had done. With all this in mind the
Mike Levy and Claire Kennedy A Task-Cycling Pedagogy Using Stimulated Reflection…
Language Learning & Technology 57
students drew up a plan fo...
by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004
- Expanding academic vocabulary with an interactive on-line database
-
...feedback in the form of correct/incorrect verdicts. If the activity is used to learn
new words, there is admittedly some scope for deep processing in the sense that when the L2 learner
matches the t...
by Marlise Horst, Tom Cobb, Ioana Nicolae
in Volume 09 Number 2, May 2005
- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...feedback.
Data Analysis
A median split was performed to divide participants into high- and low-span groups for both the reading
span and the nonword repetition tests, making working memory span an...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
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...feedback and support for all schoolwork.
Research Questions
1. What is the relationship between participation in asynchronous discussions and success
in L2 vocabulary learning?
2. How does motivat...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- Does the test work? Evaluating a web-based language placement test
-
...feedback from students and instructors, etc.) are employed. These studies
demonstrate the range of approaches that are appropriate for the development and assessment of language
placement tests. Fur...
by Avizia Y. Long, Sun-Young Shin, Kimberly Geeslin, Erik W. Willis
in Volume 22 Number 1, February 2018
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
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...feedback is compiled, the game developers make significant changes to their products before
releasing a stable version to the public. Even after an initial public release, many games continue to
rec...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- ESL students' computer-mediated communication practices: Context configuration
-
...feedback of the anonymous LLT reviewers. I also appreciate the support of
professors (Meg Gebhard, Jerri Willett, Sonia Nieto, and Theresa Austin) and colleagues at the University
of Massachusetts, ...
by Dong-Shin Shin
in Volume 10 Number 3, Sepetember 2006
- Computing the vocabulary demands of L2 reading
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...feedback for writing errors? System 32(3),
301-319.
Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics
11(4), 341-358.
Tom Cobb Computing the ...
by Tom Cobb
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Methodological innovation for the study of request production in telecollaboration
-
...feedback helped to improve this article. Special recognition
goes to Dr. Nina Vyatkina for her assistance with an early draft of this article.
ABOUT THE AUTHOR
D. Joseph Cunningham is an Assistan...
by Joseph D. Cunningham
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
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