- Applications of Text Analysis Tools for Spoken Response Grading
-
...crossleymcnamara.pdf
June 2013, Volume 17, Number 2
pp. 171–192
Copyright © 2013, ISSN 1094-3501 171
APPLICATIONS OF TEXT ANALYSIS TOOLS
FOR SPOKEN RESPONSE GRADING
Scott Crossley, Georgia S...
by Scott Crossley, Danielle McNamara
in Volume 17 Number 2, June 2013
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...Crossley, S. A., & McNamara, D. S. (2009). Computational assessment of lexical differences in L1 and
L2 writing. Journal of Second Language Writing, 18, 119–136.
Crossley, S. A., Roscoe, R. D., & Mc...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Blog posts and traditional assignments by first- and second-language writers
-
...Crossley & McNamara, 2012) as well as L1 writing (e.g., Graesser et al., 2014;
McNamara, Crossley, & McCarthy, 2010). The Coh-Metrix tool generates indices corresponding to the first
three levels of...
by Irina Elgort
in Volume 21 Number 2, June 2017
- Exploring relationships between automated and human evaluations of L2 texts
-
...Crossley and McNamara reported that syntactic complexity was the only
measure, among several investigated, which did not yield a significant correlation with measures of essay
scores. Similarly, Cro...
by Joshua Matthews, Ingrid Wijeyewardene
in Volume 22 Number 3, October 2018
- Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
-
...Crossley et al., 2012; McCarthy & Jarvis, 2007). Researchers have also
focused on the development of tools for the automatic measurement of these indices (e.g., Kyle & Crossley,
2015) and explored t...
by Erin Schnur, Fernando Rubio
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Contextualized vocabulary learning
-
...Crossley, & Kyle, 2018; Pellicer-Sánchez, 2016). Knowledge of a word or expression
may be at different levels of depth—that is, recognizing the word receptively, being able to use it
productively, k...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- The use of lexical complexity for assessing difficulty in instructional videos
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...Crossley & McNamara, 2012), vocabulary learning (e.g., Hashimoto & Egbert, 2019), and
comprehension of written and spoken text (e.g., Brunfaut & Révész, 2015; Crossley et al., 2008; Révész
& Brunfau...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- The role of technology in SLA research
-
...Crossley & McNamara, 2013).
In addition to using CMC for grammar development, writing and speaking, various forms of CMC have
been used for the development of intercultural competence (Liaw, 2006) a...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...Crossley et al., 2016a, 2016b; Lu, 2010, 2012; McNamara et al., 2014). They
have been proven useful for research questions related to language learning (e.g., Alexopoulou et al., 2017;
Kyle, 2016; L...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- Exploring AI-Generated text in student writing: How does AI help?
-
...Crossley et al.,
2016).
AI-NLG is an emergent type of digital tool and we frame its mediation on EFL students’ writing
development as writing with a machine-in-the-loop. This tool emphasizes the c...
by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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