- L2 blogging: Who thrives and who does not?
-
...Green, 1998; Mackey &
Gass, 2005), especially for what Mackey and Gass (2005) would classify as a reasonably high-inference
coding scheme.
To explain the analytical framework used in this second st...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
- Becoming little scientists: Technologically-enhanced project-based language learning
-
...Green, Skukauskaite, & Baker, 2012, p. 312), the authors offer
a rich description of both the project design and its implementation before moving on to an emic approach
to the language teaching and ...
by Melinda Dooly, Randall Sadler
in Volume 20 Number 1, February 2016
- Does the test work? Evaluating a web-based language placement test
-
...Green, 2012). The former type of test is called a norm-referenced test (NRT), in
which a test taker’s score is compared to other individuals who take the same test, whereas the latter type
Avizia Y....
by Avizia Y. Long, Sun-Young Shin, Kimberly Geeslin, Erik W. Willis
in Volume 22 Number 1, February 2018
- Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age
-
...Green, 1993; Peters & Lankshear, 1996).
As Ricoeur (1976) has outlined, a dialogical framework of knowledge represents the interplay and
connection (i.e., "hermeneutic arch") between initial naïve u...
by Cameron Richards
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...Green, 1986).
In studies of second language learning, Harrington and Sawyer (1992) and Geva and Ryan (1993) found
that L2 reading skill is highly correlated with L2 working memory span. Abu-Rabia (...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
-
...Green 1999; Marcus, 1995), I carried out fieldwork in both the school site where the focal
youth were learning English in the American school system and the electronic social spaces on the WWW
where t...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- ESL students' computer-mediated communication practices: Context configuration
-
...Green, Dixon, & the Santa
Barbara Classroom Discourse Group, 1998). As such, the conceptual complexity of context has been
concerned with micro and macro dimensions of context since the beginning of...
by Dong-Shin Shin
in Volume 10 Number 3, September 2006
- Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
-
...Green State University,
Bowling Green, OH. Retrieved December 18, 2007, from http://faculty.fullerton.edu/jcho/dispreface.htm
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of secon...
by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Augmented reality technology in language learning: A meta-analysis
-
...Green, 2008). The
elements of the PICO framework are Population, Intervention, Comparison, and Outcomes. Some meta-
analyses used the PICO framework as the research framework (e.g., Chen et al., 2022...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...green? I think green's a good idea…So how have you
been?
4 Elisa I've been good.
5 Ruth How's the boy?
6 Elisa Which one? No, the one here?
7 Ruth Marcus?
8 Elisa Oh, Marcus. No …...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
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