- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
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...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
- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
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...her research is therefore needed to clarify the
relative effectiveness of these approaches, particularly with younger learners.
Another key area of study is whether integrating a self-regulated lea...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
- Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
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...here the focus is not solely on the professor performing the requested
action, but where the student also has to do his or her part (e.g., the student has to go to the office for the
appointment, th...
by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007
- Effects of captioning on video comprehension and incidental vocabulary learning
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...he comprehension tests did not focus on the sections containing the TWs, posing
extra limitations on the information that could be included in the tests.
The comprehension questions targeted the ke...
by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
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...he other two teachers, which suggested that she brought fewer problems into the
online community than the other two younger teachers with less teaching experience. Nonetheless, her
codes on the othe...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
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...he quiz, and the teacher reviews the answers with the class to reinforce learning
and clarify any misunderstandings.
6. Closure (3 minutes)
• The teacher summarizes the lesson by reviewing the ...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- New technologies, new literacies: Focus discipline research and ESL learning communities
-
...he Internet, but also how to evaluate the resources they found
there. After completing their search, students shared the resources found and their responses to them with
the instructor and the peer ...
by Loretta Kasper
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
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...he new and future teachers, where they could discuss their
questions and concerns with other students also in the beginning of their teaching careers. The instructors
provided the triggering questio...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer
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...he learner achieved 80% accuracy when completing the items on the pre-
test, the system would proceed to the next phonemic contrast. If the learner did not meet the 80%
accuracy threshold, the system...
by Manman Qian, Evgeny Chukharev-Hudilainen, John Levis
in Volume 22 Number 1, February 2018
- Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
-
...her to the field of meta-analysis while she pursued her Ph.D. at the Pennsylvania State University. She
would also like to express her immense gratitude to the anonymous reviewers who offered many
s...
by Huifen Lin
in Volume 18 Number 3, October 2014
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