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The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
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Garcia-Amaya, Lorenzo; Cintron-Valentin, Myrna C. – Modern Language Journal, 2021
As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners' elicited imitation of L2 Spanish grammar. Twenty-eight…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Morphemes
Promoting Grammatical Development through Textually Enhanced Captions: An Eye-Tracking Study
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Lee, Minjin; Revesz, Andrea – Modern Language Journal, 2018
This study launched an investigation into the extent to which textual enhancement in captions can promote learner attention to and subsequent development in second language (L2) grammar. Using eye-tracking, it also intended to extend research on the relationship between attention and L2 learning. A pretest-posttest experimental design was…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, English (Second Language)
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta-Analysis
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Kang, EunYoung; Han, Zhaohong – Modern Language Journal, 2015
Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions:…
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction
Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference
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Stefanou, Charis; Revesz, Andrea – Modern Language Journal, 2015
This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest-posttest-delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign…
Descriptors: Error Correction, Feedback (Response), Metalinguistics, Grammar
Supporting Listening Comprehension and Vocabulary Acquisition in French with Multimedia Annotations.
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Jones, Linda C; Plass, Jan L. – Modern Language Journal, 2002
Investigates how effectively multimedia learning environments can assist second language (L2) students in the process of listening comprehension. Looks specifically at how written and pictorial annotations can aid learners in the acquisition of new vocabulary and in comprehension when they listen to an aural L2 passage. (Author/VWL)
Descriptors: French, Instructional Effectiveness, Listening Comprehension, Multimedia Materials
Effects of Time Lag in the Introduction of Characters into the Chinese Language Curriculum.
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Packard, Jerome L. – Modern Language Journal, 1990
Examines the effects of a time lag before introducing Chinese characters into the elementary Chinese language curriculum. Results found that college students who were provided a three-week time lag were better able to discriminate phonetically and transcribe unfamiliar Mandarin syllables and were more fluent in spoken Mandarin than students who…
Descriptors: Higher Education, Ideography, Instructional Effectiveness, Language Proficiency