- Interactive digital textbooks and engagement: A learning strategies framework
-
...Ohio University. Her research and teaching interests include technology and
writing, technology and collaboration, and English for specific and academic purposes.
E-mail: bikowski@ohio.edu
J. Ellio...
by Dawn Bikowski, Elliott Casal
in Volume 22 Number 1, February 2018
- Technology-mediated TBLT and language development for beginning learners of Vietnamese
-
...Oh, that's the same structure that we used in this and like, Oh, I finally see the parallel between that.”
Emily’s comment highlights the important role of incidental learning and drawing learner’s ...
by Hoa T. Vinh Le, Nicole Ziegler
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
-
...oh’s (2017)
claim that appropriate scaffolding strategies effectively assisted students in planning language use for
seamless interaction, promoting negotiation of meaning where they received assist...
by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025
- Teaching German modal particles: A corpus-based approach
-
...ohl [Syntactic functions of the particles “eben,” “eigentlich,” “einfach,” “nämlich,”
“ruhig,” “vielleicht” and “wohl”]. Zur Grundlegung einer diachronischen Untersuchung von Satzpartikeln
im Deutsche...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...ohn Wayne’s friends call him ‘Count’.
SCRIPT: ‘What's the matter with me? Why don't I call Duke? Who? Duke - John Wayne. All his friends
call him Duke.’
Inferential items (in MC and TF format)...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Negotiating Common Ground in Computer-Mediated Versus Face-to-Face Discussions
-
...ohen’s Kappa is above .75 (see Appendix D, Tables 7 and
8). Cohen’s Kappa could not be calculated for the separate groups because missing codes created
asymmetric tables.
RESULTS AND DISCUSSION
The an...
by Ilona Vandergriff
in Volume 10 Number 1, January 2006
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
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...oh wow. 听起来你一定很忙了。我今天很糟糕。:[我在我的工作地放过新年。xD.为
什么你们不打电话给他们？探访每一个家人不是很麻烦吗？ \(^__^)/ yay! I wrote in
chinese :D!
[oh wow. It sounds like you must be very busy. I was terrible today. I spent the New Year...
by Li Jin
in Volume 17 Number 2, June 2013
- Negotiations for meaning in the context of a massively multiplayer online role-playing game
-
...ohen’s Kappa (Cohen, 1960)—was calculated for the
interviews and reflective notes (ҡ = 0.90) as well as for the four components of the negotiation episodes:
triggers (ҡ = 0.88), indicators (ҡ = 0.98...
by Nasser Jabbari, Zohreh R. Eslami
in Volume 27 Number 1, 2023
- Exploring the affordances of telepresence robots in foreign language learning
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...oh↑, [quad
9 COL*: [yeah, i told you >about this before<
10 so, this is uhm this is really normal for: university
11 campuses right?
Figure 4. Learning the meaning of the word q...
by Jian Liao, Xiaofei Lu
in Volume 22 Number 3, October 2018
- Authenticity and authorship in the computer-mediated acquisition of L2 literacy
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...ohesion, genre; texts whose authorial intentions
are clearly identifiable, whose intended readers are easily recognizable. But what becomes of
communication in electronic texts?1
In his reflections...
by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
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