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L2 Learners' Engagement with Automated Feedback: An Eye-Tracking Study
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Liu, Sha; Yu, Guoxing – Language Learning & Technology, 2022
This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Feedback (Response)
The Effect of Activating Metacognitive Strategies on the Listening Performance and Metacognitive Awareness of EFL Students
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Rahimirad, Maryam; Shams, Mohammad Reza – International Journal of Listening, 2014
This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of…
Descriptors: Metacognition, Listening Skills, Learning Strategies, English (Second Language)