- Negotiation of meaning and codeswitching in online tandems
-
...Ortega, 1997, p. 87) or modality of their
interactions that could be identified in the students' data were references to the mode of speaking rather
than writing. The students usually referred to thei...
by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Synthetic voices in the foreign language context
-
...Ortega (2013) estimates that whereas students in second language contexts may
accrue 7,000 hours of L2 exposure in five years of contact with the target language (in a conservative
projection of 4 h...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...Ortega, 2017).
Research on AWE is increasingly recognizing these limitations as problematic. Published studies
themselves have been seen as partly responsible for the lack of progress pushing AWE i...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Categorization of text chat communication between learners and native speakers of Japanese
-
...Ortega, 1997; Pellettieri, 2000; Warshauer, 1998). One of
the distinctive features of network-based communication, a lack of non-verbal cues, may facilitate
negotiation of meaning as communication has...
by Etsuko Toyoda, Richard Harrison
in Volume 06 Number 1, January 2002
- Child-to-child interaction and corrective feedback in a computer mediated L2 class
-
...Ortega, 1998; Mackey & Philp, 1998). It seems then that focus-on-form can draw learners' attention to
linguistic forms within the context of performing communicative activities, and such focus can oc...
by Frank Morris
in Volume 09 Number 1, January 2005
- Exploring relationships between automated and human evaluations of L2 texts
-
...Ortega, 2003). As Ortega (2003) has emphasized, syntactic
complexity is an important construct as L2 development generally entails the expansion of a language
146 Language Learning & Technology
l...
by Joshua Matthews, Ingrid Wijeyewardene
in Volume 22 Number 3, October 2018
- Benefits of visual feedback on segmental production in the L2 classroom
-
...Ortega-Llebaria, 2004), each token was controlled for stress with the target phone occurring
in an unstressed syllable, immediately preceded by a tonic syllable. In addition, each target was controll...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Investigating the influence of video-dubbing tasks on EFL learning
-
...Ortega (2014) propounded, would (ideally) “take full advantage of a chosen
technology to do what cannot be done in the classroom …[and] … allow students to use the language and
the technology in pro...
by Heng-Tsung Danny Huang
in Volume 26 Number 1, 2022
- An experimental study of corrective feedback during video-conferencing
-
...Ortega, 1998; Varnosfadrani & Basturkmen, 2009). When compared to models and not to
other feedback types, recasts were shown to be more effective (Long et al., 1998), including when
compared to grou...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- Announcements and news from our sponsors
-
...Ortega
Ana Oskoz
Kate Paesani
David Palfreyman
Magali Paquot
News iii
Cristina Pardo Ballester
Mark Pegrum
Ana Pellicer Sanchez
Carmen Pérez-Llantada
Elke Peters
Mark Peterson
Luke Plo...
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
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