- Using eye-tracking as a tool to develop lexical knowledge
-
...writing,
technology-mediated L2 learning, and the role of individual differences in second language acquisition.
E-mail: jookyoungjung@cuhk.edu.hk
Minjin Lee received her PhD in Applied Linguistics...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
-
...writing Elaborative
feedback. Therefore, the effectiveness of any such feedback in promoting comprehension in the reading
process may be due to a number of factors such as the length and complexity ...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
-
...writing:
1. Describe your overall experience of online exchanges with your partner.
2. Explain how your partner provided feedback to you and whether you found error correction beneficial
for you...
by Lina Lee
in Volume 12 Number 3, October 2008
- Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app
-
...writing which, in the case
of English, makes pronunciation extremely complex given the lack of a one-to-one correspondence between
phonemes and graphemes. In this regard, phonetic symbols are an ort...
by Jonás Fouz-González
in Volume 24 Number 1, February 2020
- What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?
-
Language Learning & Technology
http://llt.msu.edu/vol3num2/laufer-hill/index.html
January 2000, Volume 3, Number 2
pp. 61-81
(page numbers in PDF differ and should not be used for reference)
Co...
by Batia Laufer, Monica Hill
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...writing) with
or without a noticing phase,
and with or without
stimulated recalls
1 repetition
7 days later
Task repetition increased A; A was
increased more by including a noticing
phase, and...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Riding the digital wilds: Learner autonomy and informal language learning
-
...riting words multiple times and created notebooks with parallel columns for
the target language and English or Chinese, just as they were required to do in school. Rather than sampling
materials suc...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Can clicker use support learning in a dual-focused second language German course?
-
...writing skills. As previously stated,
the participants to the present study were first-year students.
Furthermore, content and language integrated learning (CLIL) is to be differentiated from langua...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...writing systems to L2
learners. Annual Review of Applied Linguistics, 31, 249–274.
https://doi.org/10.1017/s0267190511000171
Everson, M. E. (2016). CFL teacher preparation and development. In J. ...
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
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...writing development in advanced Chinese learners. University
of Groningen.
Hui, D. (2004). Reflection on vocabulary size of Chinese university students. International Education
Journal, 5(4), 571–5...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
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