相关参考文献
注意:仅列出部分参考文献,下载原文获取全部文献信息。Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape
Meixiu Zhang et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2023)
Exploring the impact of wiki-mediated collaborative writing on EFL students' writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study
Masoud Rahimi et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2022)
Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?
Cynthia Lee
COMPUTER ASSISTED LANGUAGE LEARNING (2022)
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
Kyung Ja Kim et al.
DISCOURSE PROCESSES (2021)
Toward a Professional Development Model for Writing as a Digital, Participatory Process
Emily Howell et al.
READING RESEARCH QUARTERLY (2021)
Improving children's textual cohesion and writing attitude in a game-based writing environment
Wan-Chen Chang et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2021)
Mobile technology adoption across the lifespan: A mixed methods investigation to clarify adoption stages, and the influence of diffusion attributes
Kate Magsamen-Conrad et al.
COMPUTERS IN HUMAN BEHAVIOR (2020)
Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective
Yan Chen et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2020)
Technology and writing: Review of research
Cheri Williams et al.
COMPUTERS & EDUCATION (2019)
Dialog as a Bridge to Argumentive Writing
Yuchen Shi et al.
JOURNAL OF WRITING RESEARCH (2019)
The effectiveness of educational technology applications on adult English language learners' writing quality: a meta-analysis
Zhihong Xu et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2019)
Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing
Wei-Chen Hsu et al.
DIGITAL SCHOLARSHIP IN THE HUMANITIES (2019)
Implementing interactive courseware into EFL business writing: computational assessment and learning satisfaction
Shu-Chiao Tsai
INTERACTIVE LEARNING ENVIRONMENTS (2019)
Improving writing skills through technology-based instruction: A meta-analysis
Callie W. Little et al.
REVIEW OF EDUCATION (2018)
Basics of meta-analysis: I2 is not an absolute measure of heterogeneity
Michael Borenstein et al.
RESEARCH SYNTHESIS METHODS (2017)
Othering in online learning: an examination of social presence, identity, and sense of community
Krystle Phirangee et al.
DISTANCE EDUCATION (2017)
The Linguistic Development of Students of English as a Second Language in Two Written Genres
Hyung-Jo Yoon et al.
TESOL QUARTERLY (2017)
Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices
Idoia Elola et al.
JOURNAL OF SECOND LANGUAGE WRITING (2017)
Using regulation activities to improve undergraduate collaborative writing on wikis
Moon-Heum Cho et al.
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL (2017)
The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life
Julian ChengChiang Chen
COMPUTERS & EDUCATION (2016)
Collaborative tasks in Wiki-based environment in EFL learning
Bin Zou et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2016)
Relations between scripted online peer feedback processes and quality of written argumentative essay
Omid Noroozi et al.
INTERNET AND HIGHER EDUCATION (2016)
Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction
Yea-Ru Tsai
CALICO JOURNAL (2015)
Promoting collaborative writing through wikis: a new approach for advancing innovative and active learning in an ESP context
Yu-Chun Wang
COMPUTER ASSISTED LANGUAGE LEARNING (2015)
Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis
Huifen Lin
RECALL (2015)
Technology use and learning characteristics of students in higher education: Do generational differences exist?
Kwok-Wing Lai et al.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY (2015)
A wiki task for first-year university students: The effect of scripting students' collaboration
Bram De Weyer et al.
INTERNET AND HIGHER EDUCATION (2015)
Wikis as discussion forums: exploring students' contribution and their attention to form
Fatemeh Nami et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2014)
Effects of Classroom Blogging on ESL Student Writers: An Empirical Reassessment
Ming Huei Lin
ASIA-PACIFIC EDUCATION RESEARCHER (2014)
Developing Dialogic Argumentation Skills: A 3-year Intervention Study
Amanda Crowell et al.
JOURNAL OF COGNITION AND DEVELOPMENT (2014)
A meta-analysis of effectiveness studies on computer technology-supported language learning
Maja Grgurovic et al.
RECALL (2013)
The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis
Jeehwan Yun
COMPUTER ASSISTED LANGUAGE LEARNING (2011)
A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)
Laura M. Justice et al.
EARLY CHILDHOOD RESEARCH QUARTERLY (2010)
Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space
Greg Kessler et al.
COMPUTER ASSISTED LANGUAGE LEARNING (2010)
The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education
Robert Slavin et al.
EDUCATIONAL EVALUATION AND POLICY ANALYSIS (2009)
Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis
Lee B. Abraham
COMPUTER ASSISTED LANGUAGE LEARNING (2008)
Systematic review of publication bias in studies on publication bias
HH Dubben et al.
BRITISH MEDICAL JOURNAL (2005)
Quantifying heterogeneity in a meta-analysis
JPT Higgins et al.
STATISTICS IN MEDICINE (2002)
Task complexity, task difficulty, and task production: Exploring interactions in a componential framework
P Robinson
APPLIED LINGUISTICS (2001)
Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French
DP Way et al.
MODERN LANGUAGE JOURNAL (2000)