- Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes
-
...Zhang et al., 2012). This model
arrived at the same conclusion, also echoing the observation by Loewen and Gonulal (2015, p. 193) that
“the practical differences between … extraction methods are fre...
by Bronson Hui, Björn Rudzewitz, Detmar Meurers
in Volume 27 Number 1, 2023
- Patterns of peer interaction in multimodal L2 digital social reading
-
...Zhang (2018) showed
that student collaboration in L1 Chinese led to higher syntactic complexity in L2 English essays without
affecting fluency, accuracy, or overall textual quality. Swain and Lapkin...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
-
...Zhang, 2004).
Advantages of Using TTS in CALL
Through the presentation of the potential uses of TTS in CALL, several of the benefits of the use of TTS
in this context have been presented:
• the ...
by Zöe Handley, Marie-Josée Hamel
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...Zhang, & Yang, 2008). Furthermore,
their Chinese language proficiency was highly heterogeneous since they had differing amounts of
exposure to Chinese language environments. After taking the placement...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...Zhang, 2010; Révész et al., 2017; Sotillo, 2000, 2016) as well as to characterise writings
by learners of different developmental stages (Bulté & Housen, 2018; Vyatkina, 2012, 2013) and/or with
diff...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- Lag effects for foreign language vocabulary learning through Quizlet
-
...Zhang, 2019; Nation, 2006).
Similarly, students could study target academic words to prepare for a course taught in a second language
(Coxhead, 2000).
A second reason for using flashcards would be...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Adolescent English learners’ language development in technology-enhanced classrooms
-
...Zhang et al., 2007). With a large sample size, all parameters are normally distributed and the
results between Maximum Likelihood estimation and Bayesian estimation are not likely to produce
numeric...
by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...Zhang, 2019). Another form of work distribution appears in the process of revision.
Specifically, collaborative writing does not ensure that individual learners have opportunities to respond to
teac...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...Zhang, F. (2012). Combining the body and mobile technology to teach English pronunciation. In F.
Zhang (Ed.), Computer-enhanced and mobile-assisted language learning: Emerging issues and trends
(pp....
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Exchanging ideas with peers in network-based classrooms: An aid or a pain?
-
...Zhang, 1995). While researchers
looking at peer response through networked computers, especially in writing classrooms (or
comparing the two), have reported that Web-b sed response is easier than face...
by Sima Sengupta
in Volume 05 Number 1, January 2001
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