January 2003
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57 Reads
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150 Citations
Language, Learning and Technology
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January 2003
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57 Reads
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150 Citations
Language, Learning and Technology
January 2003
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35 Reads
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23 Citations
January 2002
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19 Reads
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33 Citations
September 2001
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16 Reads
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21 Citations
January 2001
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27 Reads
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28 Citations
October 2000
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7 Reads
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1 Citation
CORE
September 2000
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19 Reads
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30 Citations
May 2000
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7 Reads
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2 Citations
... As a result, this potentially increased number of genuine online readers may motivate writers or lead them to adopt different writing practices (Roed, 2003;Kitzmann, 2003). In other words, the fact that the blog constitutes a form of public display acts as a kind of incentive for students to be more thoughtful and careful in the content and structure of their postings (Godwin-Jones, 2003). Indeed, some researchers (Crowston & Williams, 2000;Elola & Oskoz, 2017;Shepherd & Watters, 2004) have explored whether new genres or written languages emerged or were adapted on the WWW. ...
January 2003
Language, Learning and Technology
... II. REVIEW OF RELATED LITERATURE Web application accessibility has become an important aspect of modern software development [7][8] [9]. Research in this area highlights the importance of creating user-friendly interfaces and inclusive designs that cater to people of varying abilities. ...
January 2001
... Electronic lexical glosses serve as incidental digital resources for vocabulary learning. Jones (2000) observed that the availability of computerized glosses has made the online texts much more easily comprehensible to learners. Several other studies (Yeh & Wang, 2003;Yoshii, 2006;Abraham, 2008;Yanguas, 2009) too indicated the effectiveness of multimedia glosses on incidental vocabulary learning. ...
September 2000
... The markup is a term that is applied to any set of codes or labels that are added to a data set, with the purpose of giving information related to their meaning or format. [Jon01] Web documents use tags or labels that help to describe their content and format. This concept has been used previously in other non-web contexts, such as RTF: (Rich Text Format), a way to store information related to the format such as bold or italics. ...
May 2000
... More recently, corpus tools (e.g. concordance software) equipped with useful pedagogical features have become widely available, offering students opportunities for hands-on analysis of corpora in classrooms (Godwin-Jones 2001;Reppen 2010). ...
September 2001
... Increased motivation. Warschauer (1996), found that during the early years of introducing ICTs in education, students overall had a positive attitude towards using computers. This motivation could be related to the fact that some years ago computers and the Internet were a novelty, but more recent studies (Hung & Yuen, 2010;Greenfield, 2003;Miyazoe & Anderson, 2010;Segupta, 2001) have also reported a positive attitude from the students. ...
January 2002
... The most comparable body of research investigates the influence of online learning on L2 writing. Most of these studies suggest that various forms of online writing such as online peer feedback (Braine, 1997), Web Quests (Awada & Ghaith, 2014), and online English diaries (Kim, 2018) can have positive effects on the development of L2 writing ability as well as learner motivation (Weasenforth et al., 2002) and confidence in their L2 writing (Greenfield, 2003). However, there have also been some dissenting voices in this discussion who have reported no significant impact of technology access on L2 writing development (Leh, 1999;Sullivan & Pratt, 1996). ...
January 2003