Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis
暂无分享,去创建一个
[1] Lee B. Abraham. Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis , 2008 .
[2] J. Lantolf,et al. Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development , 1994 .
[3] James P. Lantolf,et al. Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA) , 2013 .
[4] M. E. Poehner,et al. Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation , 2015 .
[5] M. E. Poehner,et al. To correct or to cooperate: Mediational processes and L2 development , 2018, Language Teaching Research.
[6] J. Lantolf,et al. Dynamic assessment of L2 development:bringing the past into the future , 2007, Journal of Applied Linguistics.
[7] B. van Oers,et al. Implementing Dynamic Assessment of Vocabulary Development as a Trialogical Learning Process: A Practice of Teacher Support in Primary Education Schools , 2016 .
[8] F. Paas,et al. Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .
[9] J. Hulstijn,et al. Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words , 1996 .
[10] P. Kirschner,et al. Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning , 2003 .
[11] K. Davin. Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom , 2013 .
[12] Piet Desmet,et al. Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL , 2019, Computer Assisted Language Learning.
[13] Saba Bashir,et al. An exploration into EFL learners’ writing skills via mobile-based dynamic assessment , 2020, Educ. Inf. Technol..
[14] Gülcan Erçetin,et al. Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning , 2014 .
[15] J. Hulstijn. Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning , 1992 .
[16] J. Lee,et al. Chatbots , 2020, ELT Journal.
[17] David D. Qian,et al. Promoting L2 English learners’ reading proficiency through computerized dynamic assessment , 2020, Computer Assisted Language Learning.
[18] I.S.P. Nation,et al. Learning Vocabulary in Another Language , 2001 .
[19] R. Mayer,et al. Multimedia Learning: Frontmatter , 2001 .
[20] J. Lantolf,et al. Dynamic assessment in the classroom: Vygotskian praxis for second language development , 2011 .
[21] Mark Warschauer,et al. Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner , 2021, Comput. Educ..
[22] C. Lance,et al. The Sources of Four Commonly Reported Cutoff Criteria , 2006 .
[23] K. Davin,et al. L2 Dynamic Assessment: An Activity Theory Perspective , 2019, The Modern Language Journal.
[24] Seyyed Mohammad Reza Amirian,et al. Diagnosing L2 learners’ development through online computerized dynamic assessment , 2019, Computer Assisted Language Learning.
[25] Melissa A. Bowles. L2 glossing: To CALL or not to CALL , 2004 .
[26] N. Botting,et al. Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL). , 2013, International journal of language & communication disorders.
[27] Jessica Williams,et al. The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention , 2002 .
[28] Ehsan Rassaei. Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective , 2020 .
[29] Hamed Monkaresi,et al. Exploring lexical inferencing as a vocabulary acquisition strategy through computerized dynamic assessment and static assessment* , 2018 .
[30] Matthew E. Poehner,et al. L2 development around tests: Learner response processes and dynamic assessment , 2013 .
[31] J. Lantolf. Second language learning as a mediated process , 2000, Language Teaching.
[32] Inigo Yanguas,et al. Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning , 2009 .
[33] Masoud Rahimi,et al. Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs , 2019, Computer Assisted Language Learning.
[34] David Coniam,et al. Bots for Language Learning Now: Current and Future Directions. , 2020 .
[35] Alberto Andújar. Mobile-mediated dynamic assessment: A new perspective for second language development , 2020, ReCALL.
[36] Farahnaz Faez,et al. Vocabulary Learning and Retention through Multimedia Glossing. , 2019 .
[37] K. Davin. Classroom Dynamic Assessment: A Critical Examination of Constructs and Practices , 2016 .
[38] Ehsan Rassaei,et al. Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners , 2021, Computer Assisted Language Learning.
[39] (Mark) Feng Teng. Vocabulary learning through videos: captions, advance-organizer strategy, and their combination , 2020 .
[40] Haiyang Ai. Providing graduated corrective feedback in an intelligent computer-assisted language learning environment , 2017, ReCALL.
[41] W. Michael Reed,et al. The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall. , 2010 .
[42] V. Shute,et al. Stealth Assessment: Measuring and Supporting Learning in Video Games , 2013 .
[43] M. Ko. GLOSSES, COMPREHENSION, AND STRATEGY USE , 2005 .
[44] María José de la Fuente. Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition , 2003 .
[45] K. Davin,et al. Learning to mediate: Teacher appropriation of dynamic assessment , 2017 .
[46] Tianyu Qin. Computerized dynamic assessment of implicature comprehension in L2 Chinese , 2021 .