Results 181 to 190 of about 1,353,638 (286)

The role of root semantics in determining argument alternations. [PDF]

Nat Lang Linguist Theory
Beavers J, Jerro K.
europepmc   +1 more source

Longitudinal Tracking of Persistence in Other‐Repair Practices in an Audio‐Mediated English Private Tutoring Setting

TESOL Quarterly, EarlyView.
Abstract Private tutoring—or shadow education—has received ample scholarly attention due to increasing demand from parents for reasons of social mobility in ESL/EFL contexts. Referred to as English private tutoring (EPT) for language learning purposes, this type of non‐formal education shares certain features of formal education like content and ...
Semih Ekin, Ali Anaç, Muhammet Öcel
wiley   +1 more source

A novel writing to dictation test to investigate lexical and sublexical processes: Italian normative data and preliminary clinical feasibility in Mild Cognitive Impairment and Alzheimer's disease. [PDF]

Neurol Sci
Feder B, Polli G, Laurenzi S, Righetti S, Tessari B, Terruzzi S, Papagno C.   +6 more
europepmc   +1 more source

Incidental Acquisition of Multiword Expressions Through Repeated Viewing: Sequential Use of L1 and L2 Captions

TESOL Quarterly, EarlyView.
Abstract Repeated viewing is reportedly a common learning and pedagogical strategy among autonomous second language (L2) learners and language teachers. This experimental study examined the extent to which sequential captioning use facilitates the acquisition of multiword expressions (MWEs) through repeated viewing under incidental learning conditions.
Kenneth W. Y. Li, Yaxin Ni
wiley   +1 more source

Linguistic complexity of EFL writing with different levels of English proficiency: A stratified study of an application-oriented university. [PDF]

PLoS One
Zhang J.
europepmc   +1 more source

Learner Engagement in L2 Vocabulary Learning through Communicative Tasks: Comparing Learner‐ and Teacher‐Generated Content

TESOL Quarterly, EarlyView.
Abstract This study examined how task design, task motivation, and learner engagement influenced L2 vocabulary learning by comparing learner‐generated content (LGC) and teacher‐generated content (TGC) in a classroom setting. One hundred sixty‐three Japanese high school students from five intact classes were assigned to LGC, TGC, or a test‐only control ...
Gaia Oikawa, Takumi Uchihara
wiley   +1 more source

Comparative evaluation of domain-specific and general-purpose transformer models for Arabic poet classification. [PDF]

Sci Rep
Alnefaie S.
europepmc   +1 more source

Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model

TESOL Quarterly, EarlyView.
Abstract Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation.
Danling Li, Kai Guo
wiley   +1 more source

Automatic sentence simplification system for Arabic Script Punjabi. [PDF]

PLoS One
Shehzad T, Rauf SA, Nazeer S, Daud A, Dawood H.   +4 more
europepmc   +1 more source

The Hare and the Tortoise in Ecological L2 Learning: Distributed Practice Effects in Vocabulary and Grammar

TESOL Quarterly, EarlyView.
Abstract Research on the distributed practice effect, that is the impact of different intervals between learning sessions, has investigated both intentional and incidental learning of second language vocabulary and grammar targets. This research is complex and has produced conflicting findings: whereas robust effects have been shown for intentional ...
Shona Whyte, Katerina Palasis, Amanda Edmonds, Emilie Gerbier   +3 more
wiley   +1 more source