- Using eye-tracking as a tool to develop lexical knowledge
-
...hension. These participants might
have visited the glosses hoping that the information they provide would help them understand the texts and
answer the comprehension questions. If so, after they hav...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Considerations in developing or using second/foreign language proficiency computer-adaptive tests
-
...he
student's score is far from the standard set. What is important is whether the examinee,s score is
above or below the cut-score established. The accuracy of the assessment at the cut-point (the
pas...
by Patricia A. Dunkel
in Volume 02 Number 2, January 1999
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
-
...hether the writer was satisfied with the consultation results—that is, whether he or she perceived the
given problem as successfully solved. I coded the data on these two dimensions to examine how
s...
by Choongil Yoon
in Volume 20 Number 1, February 2016
- Data-driven learning of collocations: Learner performance, proficiency, and perceptions
-
...he instructor then checked all results to ensure they were
accurate (Intervention). The difference between the conditions was the following: In the hands-on
condition, learners searched the corpus f...
by Nina Vyatkina
in Volume 20 Number 3, October 2016
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...hether student participation in such tasks assisted in the
development of L2 digital literacy. The study also investigated students’ perceptions when
they were using the tablet devices to see whethe...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...hether there were significant
differences between the two versions.
In the third step, the raters tracked all of the changes made in the revised versions and categorized them in
terms of the size, ...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...he lab for the first "shift" while the other group studied in the classroom
with my team-teacher. At the end of the first hour, the two teachers switched places, so that everyone had
a chance to do th...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
-
...he
figure, the numbers in parentheses indicate the t-value for each path. Table 3 shows the results for the
hypotheses.
Table 3. Results for Hypotheses
Hypothesis Path Standardized
Coefficient
t...
by Hee-Jung Jung
in Volume 18 Number 3, October 2014
- Web-based collaborative writing in L2 contexts: Methodological insights from text mining
-
...he size of their contribution is the size of the bar. (a) shows the slices in order of
appearance; (b) shows the slices on a timeline, where one can see bursts of activity and then delays. The
key a...
by Soobin Yim, Mark Warschauer
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Children’s interaction and lexical acquisition
in text-based online chat
-
...held two days later. These followed the same procedure as the pre-test. On each occasion, the children
were shown 10 slides and asked to write the words on their answer sheet. These included the four...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
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