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Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
...he elements together.” These three university professionals commented that all the teachers improved their technology literacy but not enough of their TCK. Though they were highly impressed by the ...

by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Improving argumentative writing: Effects of a blended learning approach and gamification
...hem with the correct labels. The teacher also helped focus the students’ thinking by posing questions and comments based on the TASK strategy. However, the teacher did not use the message labels. Th...

by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018

The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
...he synthesis aims to provide an in- depth understanding of the mechanisms linking TELLEs and WTC. The implications derived from the findings may help researchers to further investigate unknown aspect...

by Huan Huang, Michael Li
in Volume 28 Number 1, 2024

Can software support children's vocabulary development?
...he known. How Does Activating Readers' Schemas Improve Their Comprehension? Wilson and Anderson (1986) hypothesize that activating schemas aids the reader by allowing him or her to analyze print while...

by Julie Wood
in Volume 05 Number 1, January 2001

Communication topics and strategies in e-mail consultation: Comparison between american and international university students
...heduling topic The difference between the two groups was also qualitative: When reporting within the scheduling communication topic, American students reported on what their own schedule was, when t...

by Sigrun Bisenbach-Lucas
in Volume 09 Number 2, May 2005

Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
...hen on-line (the speed of the interaction, the fast scrolling down of the other postings, the need to be able to both read and understand the incoming messages, then plan and compose the reply in th...

by Penny MacDonald, Amparo García-Carbonell, José Miguel Carot-Sierra
in Volume 17 Number 2, June 2013

Data-Informed language learning
...he teacher to have all the answers. But it would seem disingenuous to coddle learners with simplified language, disempowering them and leaving them unprepared for the realities of the authentic lang...

by Robert Godwin-Jones
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

A systematic review of technology-enhanced L2 listening development since 2000
...helped learners reconstruct their cognitive schemata and avoid duplicating errors (e.g., Matthews & O’Toole, 2015). However, technology-enhanced exercises were not always helpful. When they were ver...

by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
...he screen. However, the alveolar dark /ɫ/ requires the speakers to lift the tongue tip to the alveolar ridge in the mouth. Therefore, the visual recognition of the position of the tongue tip in the ...

by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
...he first line) than L2-English (the second line), and the researchers attributed this to “participants’ reliance on the L1 for better comprehension [since] the aim of the activity was understanding ...

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