- Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
-
...Sauro,
2009; Shintani, 2015). However, the true potential of LMS applications in WCF lies in their ability to
enhance feedback responsiveness and effectiveness, empowering students to engage more de...
by Jining Han
in Volume 28 Number 1, 2024
- The types and effects of peer native speakers’ feedback on CMC
-
...Sauro, 2009), various authors have explored the role of feedback in
connection to attention to form (Appel & Mullen, 2000; O’Rourke, 2005). However, this has been done
from different perspectives, r...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Online informal language learning: Insights from a Korean learning community
-
...Sauro, & Smith, 2015). Generally, OILL studies are
characterized by a high degree of L2 use tied to meaning-focused activity. Ryu (2013), through an AT lens,
found that computer gamers used English ...
by Daniel R. Isbell
in Volume 22 Number 3, October 2018
- Technology-enhanced L2 instructional pragmatics
-
...Sauro & C. Chapelle (Eds.), Handbook of technology and second language teaching
and learning (pp. 119–133). New York: Wiley.
Sykes, J. (2018). Interlanguage pragmatics, curricular innovation, and di...
by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Willingness to communicate and oral communicative performance through asynchronous video discussions
-
...Sauro, 2004; Sun, 2009; Wang,
2007). For instance, while Sun (2009) found that text-based and video-based blogs promoted the
development of oral communicative competence, Halvorsen (2012) identified...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- An experimental study of corrective feedback during video-conferencing
-
...Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language
Learning & Technology, 13(1), 96–120. Retrieved from http://llt.msu.edu/vol13num1/sauro.pdf
Sheen,...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...Sauro, 2009; Yilmaz, 2012). By contrast, video-based
CF has surprisingly received less attention, despite its resemblance to face-to-face interaction, its wide use
in distance education, and the fac...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Using eye-tracking as a tool to develop lexical knowledge
-
...Sauro,
2009) has provided ample evidence that reactive focus-on-form techniques can promote L2 learning. It
remains unexplored, however, whether reactive pedagogical interventions can facilitate L2 ...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...Sauro & Zourou, 2019).
While these two viewpoints seem to be at loggerheads with each other, we cannot help but wonder
whether instead of being two singular paradigms, they do not simply complement...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Riding the digital wilds: Learner autonomy and informal language learning
-
...auro, 2017), and individual language exchanges
(e.g., tandem learning, commercial language learning services; Chik & Ho, 2017). These activities may not
be initially or primarily related to SLD, but...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
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