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Showing 641 - 650 results of 675 for Social Context

A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
...social interactivity, context sensitivity, connectivity, individuality, and immediacy (Attewell & Webster, 2004; Chinnery, 2006; Klopfer, Squire, & Jenkins, 2002; Soloway et al., 2001). Research sug...

by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Using mobile phones for vocabulary activities: Examining the effect of platform
...contexts to allow learners to infer the meanings. Similarly, learners in Kennedy and Levy’s study were given the option to receive messages which presented known words in new contexts and new words ...

by Glenn Stockwell
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
...context and strategies. TESL- EJ, 7(2), 1–25. Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. TESL-EJ, 7(2), 1–19. Hassan, X., Macaro, E., Mason, ...

by Jim Ranalli
in Volume 17 Number 2, June 2013

Applying educational data mining to explore individual experiences in digital games
...contextualization of language learning data from games. References Attewell, P., Monaghan, D., & Kwong, D. (2015). Data mining for the social sciences: An introduction. University of California ...

by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023

Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
...contexts (Saito & Plonsky, 2019). There is less robust but still promising evidence that human- or computer-instructed pronunciation teaching improves intelligibility and comprehensibility in sponta...

by Alif Silpachai, Reza Neiriz, MacKenzie Novotny, Ricardo Gutierrez-Osuna, John M. Levis, Evgeny Chukharev
in Volume 28 Number 1, 2024

The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility
...context, preferably at a discourse-level, rather than within isolated sentences. Wennerstrom (1998) analyzed brief lectures given by Chinese ESL speakers and found that those using appropriate inton...

by Mark Tanner, Melissa Landon
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation

Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
...contexts as measured by eye-tracking technology. Eye-tracking Research on Cognate and Noncognate Processing in Reading Eye movements are assumed to be related to cognitive processing (Holmqvist et ...

by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024

Data-driven learning of collocations: Learner performance, proficiency, and perceptions
...contexts where hands- on approaches are not feasible. The research body on the effectiveness of both hands-on and hands-off DDL has been growing and is reviewed in the next section. Empirical Resear...

by Nina Vyatkina
in Volume 20 Number 3, October 2016

Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
...social networking website Livemocha, Gonzales (2012) examined the text-based chat interactions that seven learners of Spanish carried out over the course of an academic year. It is worth noting that...

by Lauren Hetrovicz
in Volume 27 Number 1, 2023

What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?
...context, consulting a dictionary and selecting the meaning that best fits the context, and relating the form and the meaning of the word to other words the learner knows. Cognitive psychologists and ...

by Batia Laufer, Monica Hill
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research