- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...Martin et al., 2015), and affective responses (Halverson & Owen,
mailto:poolefre@msu.edu
https://maflt.cal.msu.edu/frederick-poole/
https://maflt.cal.msu.edu/
https://sites.google.com/view/mattcoss/...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...Martin (2020), independent samples
t-tests were used to compare the pre-test scores between the experimental group and the control group. The
results confirmed that the two groups were matched befor...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Comparability of Conventional and Computerized Tests of Reading in a Second Language
-
...Martin,
Bergering, &
Symons (1992)
McKnight,
Richardson, &
Dillon (1990)
Reinking (1988)
Reinking &
Schreiner (1985)
Zuk (1986)
Participant characteristics
Sample size 80 16 33 104 55
Age/occupation
U...
by Yasuyo Sawaki
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
-
...Martin,
Myers, & Mottet, 1999, p. 160; Collins, 1998; Marbach-Ad & Sokolove, 2001; Payne, 1997; Poling,
1994). A difference between NSs’ and NNSs’ email interaction with faculty is the presence of p...
by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007
- Challenging hegemonies in online learning
-
...Martin Dougiamas, Moodle was developed around a social
constructivist learning model. When creating a Moodle course site, instructors are not presented with a
default course menu, as in Blackboard L...
by Robert Godwin-Jones
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- The intersection of multimodality and critical perspective: Multimodality as subversion
-
...Martins.
Baines, L. (2008). Film, literature, and language. In J. Flood, S. B. Heath, & D. Lapp (Eds.). Handbook of
research on teaching literacy through the communicative and visual arts (pp. 503–5...
by Shin-ying Huang
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Triadic scaffolds: Tools for teaching english language learners with computers
-
...Martin's Press.
Darder, A. (1991). Culture and power in the classroom. Westport, CT: Bergin & Garvey.
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The Ne...
by Carla Meskill
in Volume 09 Number 1, January 2005
- Testing L2 Vocabulary Recognition and Recall Using Pictorial and Written Test Items
-
...Martin's
Press.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical
study of SL relativization. Studies in Second Language Acquisition, 13(4), 431-469.
E...
by Linda Jones
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
-
...Martinez-Flor and Usó-Juan (2010) there are three main conditions for learners to develop
pragmatic abilities to be able to communicate successfully. This entails providing appropriate input,
provid...
by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- “Thanks, shokran, gracias”: Translingual practices in a Facebook group
-
...Martina: If I go to Cairo, what can I visit?
(After several comments)
10.7. ES1: u can visit me
10.8. Martina: @ [ES1] .. Shokran!!
10.9. ES1: @[Martina] Miss [Martina] in our country when some o...
by Derya Kulavuz-Onal, Camilla Vásquez
in Volume 22 Number 1, February 2018
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