- Teaching German modal particles: A corpus-based approach
-
...education, and profession following a statistical analysis) were interviewed on those topics in
397 of the texts; text 398 is a group discussion between four speakers.
All three corpora can be accesse...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- An exploratory study of pauses in computer-assisted EFL writing
-
...teacher started Camtasia
recording on all desktops from the monitoring computer. At the same time, the participants were asked to
activate Inputlog by clicking the “Start Recording” button and click...
by Cuiqin Xu, Yanren Ding
in Volume 18 Number 3, October 2014
- Perception-production link in L2 Japanese vowel duration: Training with technology
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...teachers could use the above findings on factors affecting perceptual accuracy to guide their
selection of materials for learners. To build perceptual categories that are robust to stimulus and talke...
by Tomoko Okuno, Debra M. Hardison
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Wireless networks
-
...teachers is the fact that
Bluetooth supports voice as well as data.
Others see a more modest role for Bluetooth principally as a cable replacement technology, taking over the role of
wired serial ...
by Robert Godwin-Jones
in Volume 06 Number 1, January 2002
- Online informal language learning: Insights from a Korean learning community
-
...teachers or other authorities,
members needed to take it upon themselves to evaluate the accuracy of submissions and comments.
Member Tom88 shared how inaccurate resources were handled by community ...
by Daniel R. Isbell
in Volume 22 Number 3, October 2018
- Evaluating automatic detection of misspellings in German
-
...education for Hispanic students in the United States (pp. 139-
150). New York: Teachers College Press.
ten Hacken, P., & Tschichold, C. (2001). Word manager and CALL: Structured access to the lexicon...
by Anne Rimrott, Trude Heift
in Volume 12 Number 3, October 2008
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...teachers and learners avoid subtitles that are too slow (for more proficient
learners), but also too fast (above 20 cps), as they may lead to more shallow processing and potentially less
learning. I...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
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...education]. Tilburg, The Netherlands: Katholieke Universiteit
Brabant.
Wesdorp, H. (1981). Evaluatietechnieken voor het moedertaalonderwijs [Evaluation techniques for
mother tongue education]. 's ...
by Isabelle De Ridder
in Volume 06 Number 1, January 2002
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...teachers even report being uncomfortable with giving adult learners feedback on
issues of (im)politeness, as this feedback-providing practice can make them feel as if they are imposing
their cultura...
by Paul Richards
in Volume 28 Number 1, 2024
- Oral computer-mediated interaction between l2 learners: it’s about time!
-
...teacher
strategies (Meskill & Anthony, 2005), socialization (Sengupta, 2001; Shin, 2006), individual differences
(Payne & Ross, 2005), or studies that compared synchronous versus asynchronous CMC (P...
by Iñigo Yanguas
in Volume 14 Number 3, October 2010
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