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Filtering by Tag: interaction
This current project examines the relationships between differential pre-task planning times and learners' production (operationalized as accuracy, complexity, and fluency) in written synchronous text-chat. In addition, this study takes a dynamic approach to measuring the relationship between pre-task planning time and task-based interaction on learners’ motivation and anxiety.
Read MoreData collection is currently underway for an ongoing project examining the impact of meta-cognitive instruction on learners’ provision and use of interactional features and corrective feedback in Korean as a Foreign Language (KFL) classrooms.
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