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Showing 681 - 690 results of 710 for Social Context

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

Attention and learning in L2 multimodality: A webcam-based eye-tracking study
...contextual and semantic information to facilitate processing. Empirical studies have so far (e.g., Montero-Perez et al., 2014), however, mainly focused on evaluating learning outcomes from multimoda...

by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025

Tablets for informal language learning: Student usage and attitudes
...context interactions, which are usually lacking in traditional language learning environments, especially in informal out-of-class situations (cf., Bo-Kristensen et al., 2009; Vavoula, 2005). Conseque...

by Xiao-Bin Chen
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Web-Based Language Testing
...social consequences (Messick, 1989). Also, they must examine the test‘s reliability, authenticity, interactiveness, impact, and practicality (Bachman & Palmer, 1996). In the following section, appropr...

by Carsten Roever
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Reading comprehension exercises online: The effects of feedback, proficiency and interaction
...Context of the Study During the second term of the reading course (see Murphy & Imrie, 2003 for a description), students are encouraged to choose from a series of activities and create, with guidanc...

by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Self-study with language learning software in the workplace: What happens?
...contextualized” content so that learners can build an internal model of how language works. However, this claim was made in 1998 and is based on Krashen’s theories of natural learning, which have fa...

by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Generalization of Computer Assisted Prosody Training: Quantitative and Qualitative Findings
...context or instruction, the speaker chose to convey the idea that it was a red skirt and not any other color. Contrast this with the same sentence spoken by a different NS as shown in Example 7 where ...

by Debra M. Hardison
in Volume 08 Number 1, January 2004