Investigating the effect of computer-mediated feedback via an LMS integration in a large-scale Japanese speaking class
Author:
Funder
Japan Society for the Promotion of Science
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11262-7.pdf
Reference60 articles.
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2. Akiyama, Y. (2014). Using Skype to focus on form in Japanese telecollaboration: Lexical categories as a new task variable. In Li, S., Swanson, P. (Eds.), Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes (pp. 181–209). IGI Global. https://doi.org/10.4018/978-1-4666-6174-5.ch009
3. Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73. https://doi.org/10.1016/j.system.2016.12.007
4. Ammar, A., & Spada, N. (2006). One size fits all?: Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28(4), 543–574. https://doi.org/10.1017/S0272263106060268
5. Ashwell, T., & Elam, J. R. (2017). How accurately can the Google Web Speech API recognize and transcribe Japanese L2 English learners’ oral production? The JALT CALL Journal,13(1), 59–76. https://eric.ed.gov/?id=EJ1141025
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