The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge
Author:
Affiliation:
1. University of Ontario Institute of Technology, Oshawa, Ontario, Canada
2. Pennsylvania State University, University Park, USA
3. Boise State University, Boise, USA
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Informa UK Limited
Subject
Computer Science Applications,Linguistics and Language,Language and Linguistics
Link
https://www.tandfonline.com/doi/pdf/10.1080/09588221.2021.1900264
Reference67 articles.
1. Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis
2. American Council on the Teaching of Foreign Language (2012). ACTFL Proficiency Guidelines 2012. Retrieved from https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf.
3. August, D. & Shanahan, T. (2006). Synthesis: Instruction and professional development. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners. Report of the national literacy panel on language-minority children and youth. New York: Routledge. doi:10.4324/9781315094922
4. Bengeleil, N. & Paribakht, T. S. (2004). L2 reading proficiency and lexical inferencing by university EFL learners. Canadian Modern Language Review, 61(2), 225–249.
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