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Showing 71 - 80 results of 351 for Li

Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
...liability Analysis 1. Reliability analysis of the baseline vocabulary levels test Vocabulary level Cronbach’s alpha 95% CI 2000 level .90 .88 – .93 3000 level .86 .83 – .90 2. Reliability ...

by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025

Exploring the blended learning design for argumentative writing
...line collaborative argumentation tasks and online collaborative writing tasks. Drawing on a focal group of seven students, we examined the online and offline experiences of the focal group by analyz...

by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Does comprehension of L2 television programs improve through regular classroom viewing?
...listening construct, which describes listening as “the ability to: 1) process extended samples of realistic spoken language, automatically and in real time; 2) understand the linguistic informatio...

by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025

News from our sponsoring organizations
...listic macro and micro potentials and ask how concepts like ecosystems, events, and Qi contribute to our understanding of languaging, thinking, and feeling. Highlights of the conference will includ...

in Volume 22 Number 1, February 2018

An experimental study of corrective feedback during video-conferencing
...licit and explicit knowledge in classroom settings. Erlam and Loewen (2010) demonstrated that implicit and explicit recasts help develop implicit and explicit knowledge in laboratory setting. R. Ell...

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
...likely to tap into explicit knowledge (Ellis, 2005), which can be easily verbalized and brought into conscious awareness. Explicit knowledge is contrasted with implicit knowledge, which cannot be ea...

by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024

Corpora in language learning and teaching
...limitations of linguistics applied. Applied Linguistics, 21(1), 3–25. About the Authors Nina Vyatkina is Associate Professor and Chair of the Department of Germanic Languages and Literatures at the...

by Nina Vyatkina, Alex Boulton
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
...line voiced-based chat rooms: implications for language learning in applied linguistics. In P. Seedhouse, S. Walsh, & C. Jenks (Ed.), Conceptualising 'learning' in applied linguistics (pp. 147–162)....

by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Methodological innovation for the study of request production in telecollaboration
...lish and German overused conventionalized politeness markers (e.g., please) and underused downtoners in comparison to native speakers. Trosborg’s (1995) study of Danish learners of English shows tha...

by Joseph D. Cunningham
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Leveraging COCA to teach collocations with high mutual information scores
...lish (COCA) (Davies, 2008) is an online resource including over one billion words of American English, collected across diverse genres from 1990 to 2019. This corpus is categorized into eight genres...

by Quy Huynh Phu Pham
in Volume 29 Number 1, 2025