- Exploring L2 learners’ engagement and attitude in an intercultural encounter
-
...he researchers examined whether the T-units were monoglossic or heteroglossic. In the case of
the latter, statements were also analyzed for whether they could be imbued with the voices of others, eit...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 24 Number 1, February 2020
- Lag effects for foreign language vocabulary learning through Quizlet
-
...he software in these studies prompted students to copy words rather than to retrieve them, and the
schedule differed only in terms of an expanding versus a uniform ISI, rather than the length of the ...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- A systematic review of research on AI in language education: Current status and future implications
-
...hed from
1990 to 2020 in the Web of Science (WoS) database. Delving into the research methodologies, the type of
technology, the specific language skills, and the learning outcomes, the researchers ...
by Meina Zhu, Chaoran Wang
in Volume 29 Number 1, 2025
- Vocabulary learning in an automated graded reading program
-
...he highest number of
familiar words.
b. The least number of
target words.
c. The highest number of
words in the Exposed
Word List.
Text #2 (the second
easiest text or the
second text on the
...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Podcasting for language learning through iTunes U: The learner’s view
-
...here they
listen; whether listening is the main activity or whether they listen whilst doing something else.
• Opinion of the iTunes U resources: whether users think listening to the resources is he...
by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Digital-gaming trajectories and second language development
-
...hether or not they knew them already, or how
likely it was that the construction was developed while playing the game. We then examined the
responses gathered in the concluding interview, where each...
by Kyle W. Scholz, Mathias Schulze
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Embodied interaction: Learning Chinese characters through body movements
-
...he intervention matched the meanings of the corresponding Chinese characters well, which
therefore helped them to understand the learning content.
In the immediate posttest, the results show no sig...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...he pairs in
one order and the other pairs in reverse order. Each pair was held accountable for the way they worked on
the task, and they were encouraged to talk to each other while working. The enti...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...he target novel with the students, the scope and structure of these activities were not
disclosed to the researchers, as they were deemed beyond the scope of the current project.
In the CG, the MCQs...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
...he proxy server received an invalid
response from an upstream server.
The proxy server could not handle the requestReason: Error reading from remote server
Apache/2.4.52 (Ubuntu) Server at scholars...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
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