- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...lish placement test administered by the university. Only those who achieved the
intermediate-advanced English proficiency level (roughly equivalent to CEFR B2) in the test were eligible
for enrollin...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Dialogue systems for language learning: A meta-analysis
-
...licit < Explicit < Pre-set
Corrective feedback None < Implicit < Explicit
Primary modality Spoken / Written
Population L1 Chinese / English / Farsi / Korean / Spanish / ... / Mixed
Target langu...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Dissertations On Technology and L2 Learning
-
...ity on Students' Performance in LAN Delivered English Listening Comprehension Tests. (Doctoral dissertation, Ohio University, Athens). Retrievable from OhioLink (https://etd.ohiolink.edu/ap/1?0).
&nb...
in Dissertations On Technology and L2 Learning
- Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
-
...lipped .926 23 .090
Flipped .937 23 .158
Writing_1 Non-flipped .935 23 .140
Flipped .885 23 .012
Writing_2 Non-flipped .968 23 .649
Flipped .906 23 .033
Writing_3 Non-flipped .932 23 .120 ...
by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...lity. Some have interpreted the place of language in multimodality “as an attempt to side-line
language” (Jewitt, 2009, p. 2). However, far from sidelining language, multimodality seeks to highlight ...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Building the porous classroom: An expanded model for blended language learning
-
...life. The coronavirus
pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives
turned upside down. Many have lost their livelihoods, as busine...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Riding the digital wilds: Learner autonomy and informal language learning
-
...linguistic and educational
background; the availability and suitability of chosen or found online resources; the learner’s motivation,
knowledge, and ability to use and re-use the resources producti...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Digital social reading in CALL teacher education
-
...li, E. (2022). Digital social reading: Exploring multilingual graduate students’ academic
discourse socialization in online platforms. Linguistics and Education, 71.
https://doi.org/10.1016/j.linged...
by Levi McNeil, Joy Egbert
in Volume 28 Number 1, 2024
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...livery, linked to a single theme, directed at the same
interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then
used the criteria indicated in Table 2...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...lish in school for at least five years (M = 10.4, SD = 3.3),
but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in
an English-speaking country f...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
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