- Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
-
...Révész, University College London
Abstract
This study investigated the effectiveness of multimodal recasts (the simultaneous presentation of oral and
written recasts) relative to oral recasts and...
by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024
- Using eye-tracking as a tool to develop lexical knowledge
-
Language Learning & Technology 2023, Volume 27, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–22
ARTICLE
Using eye-tracking as a tool to develop L2 lexical
knowledge
Andrea Révész, University...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- The use of lexical complexity for assessing difficulty in instructional videos
-
...Révész, 2015; Révész
& Brunfaut, 2013). Because successful understanding of spoken texts is contingent on an ability to
recognize the vocabulary of an utterance from the flow of speech (Cheng & Matt...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...Révész, 2020). Earlier studies on visual saliency have focused on the learning of various types of
grammatical forms and have reported mixed results: while some studies have reported the positive eff...
by Sungmook Choi
in Volume 27 Number 1, 2023
- The effects of face-to-face and computer-mediated recasts on L2 development
-
...Révész, 2019; Révész, 2009; Révész et al., 2014), individual differences
Nektaria-Efstathia Kourtali 3
in working memory and L2 aptitude (e.g., Goo, 2012; Kim et al., 2015; Kourtali & Révész,...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- Corrective feedback in computer-mediated collaborative writing and revision contributions
-
...Révész, 2015). Meanwhile,
collaborative writing research seems to have kept to a common methodological approach which only
examines revisions per pair without tracking who produced each revision (e....
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- Announcements and news from our sponsors
-
...Révész
Tom Robb
Daniel Rueckert
Masatoshi Sato
Takeshi Sato
Shannon Sauro
Rustam Shadiev
Liudmila Shafirova
Lijing Shi
Jaran Shin
Sonia S'hiri
Alif Silpachai
Esther Smidt
Simon Smith
May...
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Collaborative writing and text quality in Google Docs
-
...Révész,
Kourtali, & Mazgutova, 2017). Two measures were used for syntactic complexity: (a) the mean length of
communicative units (c-units),1 including any subordinate clauses and adapted from t-uni...
by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019
- Audiovisual input in language learning: Teachers’ perspectives
-
...Révész, 2020). Results from several studies suggest that enhanced captions are successful in directing L2
learners' attention to the specific target items in the captions (e.g., LaBrozzi, 2016; Puim...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...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
different backgro...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
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