- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...Ross
The Pennsylvania State University
ABSTRACT
Recently a number of quasi-experimental studies have investigated the potential of a cross-
modality transfer of second language competency between ...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- The role of technology in SLA research
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...ross continents focused on
sociocultural aspects of telecollaboration (Belz, 2002; Chun, 2014; Furstenberg et al., 2001; Thorne,
2003).
The recording and storage capacities of different technologie...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- From the special issue editor
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...Ross investigate the effect of working memory on language output.
Twenty-four students of Spanish as a foreign language took part in the study. Oral
proficiency was measured through an elicited 5-mi...
by David Nunan
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Measuring oral proficiency in distance, face-to-face, and blended classrooms
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...Ross (2005), would be extremely useful to see if the strong
text-based support and less pressured chat environment routinely cited as advantages of the DL learning
environment have a positive effect...
by Robert Blake, Nicole L. Wilson, Maria Cetto, Cristina Pardo Ballester
in Volume 12 Number 3, October 2008
- Oral computer-mediated interaction between l2 learners: it’s about time!
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...Ross, 2005), or studies that compared synchronous versus asynchronous CMC (Pérez, 2003;
Sotillo, 2000).
However, the bulk of research has investigated CMC under an interactionist perspective (Blake,...
by Iñigo Yanguas
in Volume 14 Number 3, October 2010
- The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education
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...Ross, & Woods, 1999; Levy,
1997a; Pilus, 1995; Walker, 1994). Much of this research shows that teacher-education technology
courses and programs have a limited impact on how teachers think about and i...
by Joy Egbert, Trena M. Paulus, Yoko Nakamichi
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Triadic scaffolds: Tools for teaching english language learners with computers
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...Ross's (1976) definition of scaffolding is instructive in this regard. Their
four-component definition of instructional scaffolds can be readily applied to what the presence of the
computer accompli...
by Carla Meskill
in Volume 09 Number 1, January 2005
- The Effects of Online Feedback Training on Students’ Text Revision
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...Ross (1976),
is defined as an instructional support that helps students accomplish tasks that are beyond their skill level
to complete alone. Scaffolding is also a learning process by which an exper...
by Yu-Fen Yang, Wen-Ting Meng
in Volume 17 Number 2, June 2013
- Comprehensibility of AI-generated and human simplified texts for L2 learners
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...ross studies could be one reason for the inconsistent
results reported across these studies. The results can be influenced by a number of variables, including
sample size, participant characteristic...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
- LL&T and Quantitative Research: Some Points of Advice
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...Ross, S. J., & Schoonen, R. (2015). Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65(2), 470–476.
Plonsky, L., & Oswald, F. L. (2014)...
in News & Announcements
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