- Modality of input and vocabulary acquisition
-
...open-ended questions on whether they liked the
videos and why, what strategies they used to learn the new words, what difficulties they had, and what
could have helped them to understand the videos ...
by Tetyana Syodorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...resources to creating a coherent mental representation of the text and
at least some resources to processing enhanced targets. Conversely, when reading enhanced captions, the
same learners may have ...
by Sungmook Choi
in Volume 27 Number 1, 2023
- Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
-
...educational technology overall but not
necessarily in language learning contexts, including the Journal of Computer-assisted Learning (JCAL),
the British Journal of Educational Technology, Education...
by Huifen Lin
in Volume 18 Number 3, October 2014
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...educational contexts may be associated with the affordances
of the technology, which consolidate current educational theories. One affordance is that the technology
fosters opportunities for peer in...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Exploring the relationship between electronic literacy and heritage language maintenance
-
...openly admit lack of knowledge about something that one is expected to know. The wide range
of creativity accommodated by electronic literacy seems to alleviate the pressure for these two individuals...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- E-learning and the development of intercultural competence
-
...educational background
shared a number of features which made it different from native speaker language: advanced learner
language was in some respects more, in others less, vague than native speake...
by Meei-Ling Liaw
in Volume 10 Number 3, Sepetember 2006
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
-
...open-ended SCMC with task-
based language teaching (TBLT) design principles. Since most task-based SCMC (TB-
SCMC) research addresses an interactionist view (e.g., whether uptake occurs), we know
lit...
by Karina Collentine
in Volume 13 Number 2, June 2009
- Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
-
...resources to the linguistic information
in the feedback (Long, 2007). Furthermore, recasts facilitate attention to L2 features, providing optimal
conditions for learners to establish and develop for...
by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024
- Multimedia glosses and their effect on L2 text comprehension and vocabulary learning
-
...resources key in the learning process, and have
an active role in processing of information by paying attention, organizing, and integrating new
information (Mayer, 2005b). In addition, Plass and Jo...
by Iñigo Yanguas
in Volume 13 Number 2, June 2009
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...resources. In the implementation,
instructors may need to make moment-by-moment efforts to have individual learners contribute to the
revision, by, for example, having one group member take the lead...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
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