- Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment
-
...change students, whom they talked to in English. And of course, the
students used English when presenting their ideas on the video:
Taking videos was the most enjoyable aspect because I can work wit...
by Christoph A. Hafner, Lindsay Miller
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Benefits of visual feedback on segmental production in the L2 classroom
-
...changes in intensity-
ratio for [β] between the pre-test and VFP 2. Analysis of the effects after training would be
correspondingly exemplified by the difference in performance on the alveolar [ð], t...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
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...change its information generation strategies via
prompt-based or in-context learning (see Oppenlaender et al., 2023). Third, contrary to the “one-shot”
experience of traditional ACF providers, learn...
by Da Yan
in Volume 28 Number 1, 2024
- Multimodal glosses enhance learning of Arabic vocabulary
-
...change meaning from a root like k-t-b, different vowels are inserted as in kitaab
(‘book’), lengthened as in kaatib (‘writer’), or consonant sounds are inserted at the beginning of the word
as in ma...
by Juman Al Bukhari, John A. Dewey
in Volume 27 Number 1, 2023
- A case for using a parallel corpus and concordancer for beginners of a foreign language
-
...change rates" to be assessed?
dbank.de3a Was ist die EWU?
dbank.en3b What is EMU?
dbank.de4a Was ist die Alternative zur EWU?
dbank.en4b What is the alternative to EMU?
In general was translates into ...
by Elke St.John
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Enhancing extensive reading with data-driven learning
-
...change might have gone in the opposite of the predicted direction. Regardless, on the C-test, the
experimental class did not improve more than the control class.
Table 4. C-Test Paired Post-Test Re...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Vocabulary learning in an automated graded reading program
-
...Chang, Chieh-Cheng Wu and
Hsin-Ping Yu for programming help and the participating students involved in the assessment phase.
Thanks are also extended for the valuable comments on the manuscript from...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
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...change:
Language Learning & Technology 77
Karina Collentine Multimodal, Task-based SCMC
Table 5. Objective Exchanges in the ITCA by Advanced-Level Learners
la: tina dijo que estaba con paco
md: ...
by Karina Collentine
in Volume 13 Number 2, June 2009
- Teaching the pragmatics of Russian conversation using a corpus-referred website
-
...change between the experimental group's pre- and
delayed post-test scores, indicating that participants' learning matured over time. This could be
attributable to their increased awareness of the ro...
by Edie A. Furniss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Vocabulary learning and retention through multimedia glossing
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...changed the way you used to learn new
words?
12. What did you like most about the vocabulary learning practice here?
13. What did you like least about the vocabulary learning practice here?
14. ...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
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