Using learning analytics to understand collective attention in language MOOCs (Unknown)
- New search for: Zeng, Shuang
- New search for: Zhang, Jingjing
- New search for: Gao, Ming
- New search for: Xu, Kate M.
- New search for: Zhang, Jiang
- New search for: Zeng, Shuang
- New search for: Zhang, Jingjing
- New search for: Gao, Ming
- New search for: Xu, Kate M.
- New search for: Zhang, Jiang
In:
Computer Assisted Language Learning
;
35
, 7
;
1594-1619
;
2022
- Article (Journal) / Electronic Resource
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Title:Using learning analytics to understand collective attention in language MOOCs
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Contributors:Zeng, Shuang ( author ) / Zhang, Jingjing ( author ) / Gao, Ming ( author ) / Xu, Kate M. ( author ) / Zhang, Jiang ( author )
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Published in:Computer Assisted Language Learning ; 35, 7 ; 1594-1619
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Publisher:
- New search for: Routledge
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Publication date:2022-09-03
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Size:26 pages
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ISSN:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:Unknown
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Keywords:
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Source:
Table of contents – Volume 35, Issue 7
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1329
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Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writersJiang, Lianjiang / Yu, Shulin et al. | 2022
- 1354
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L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiativeNazari, Mostafa / Xodabande, Ismail et al. | 2022
- 1384
-
Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environmentsBobkina, Jelena / Domínguez Romero, Elena et al. | 2022
- 1407
-
Quizlet and podcasts: effects on vocabulary acquisitionBueno-Alastuey, M Camino / Nemeth, Katalin et al. | 2022
- 1437
-
Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in MalaysiaBalchin, Kevin / Wild, Carol et al. | 2022
- 1458
-
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxietyHong, Jon-Chao / Hwang, Ming-Yueh / Liu, Yi-Hsuan / Tai, Kai-Hsin et al. | 2022
- 1483
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A theoretical model of micro-learning for second language instructionKhong, Hou Keat / Kabilan, Muhammad Kamarul et al. | 2022
- 1507
-
Learners’ emotions in foreign language text chats with native speakersYoshida, Reiko et al. | 2022
- 1533
-
Edmodo in semi-technical English courses: towards a more practical strategy for language learning/practiceNami, Fatemeh et al. | 2022
- 1557
-
The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptanceChen, Chih-Ming / Li, Ming-Chaun / Lin, Mei-Feng et al. | 2022
- 1594
-
Using learning analytics to understand collective attention in language MOOCsZeng, Shuang / Zhang, Jingjing / Gao, Ming / Xu, Kate M. / Zhang, Jiang et al. | 2022
- 1620
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“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teachingPoole, Robert et al. | 2022
- 1642
-
Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’Sevilla-Pavón, Ana / Nicolaou, Anna et al. | 2022
- 1668
-
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL studentsFathi, Jalil / Rahimi, Masoud et al. | 2022