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L2 identity, discourse, and social networking in Russian
...ohort of students consisted of 33 American students (21 second- Language Learning & Technology 74 Liudmila Klimanova and Svetlana Dembovskaya L2 Identity, Discourse, and Social Networking in Russ...

by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

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

The application of chatbot as an L2 writing practice tool
...ohen’s kappa statistic was computed on the initial scores that were given by the two raters. The interrater reliability was found to be Kappa = .74 with p < .001, which indicates substantial agreeme...

by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023

Automated versus peer assessment: Effects of learners' English public speaking
...oherence and cohesion makes my speech more logical and convincing.” Students from both groups reported that feedback on the platform enhanced their speech delivery skills, such as body language, eye...

by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...ohen’s kappa coefficient was 0.885 for Explicit PREs, 0.837 for Implicit PREs, 0.927 for Request strategies, 0.894 for External modification, and 0.892 for Internal modifications. All Cohen’s kappa ...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

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

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

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