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31. Braine, G., 2001, When an exit test fails, System, Vol.29, No.2, pp.221-234.
Location:
United States
Type of subjects/data: Students
No. of subjects/data: 258
Instruments: Test, Interview
Method of analysis: - Analyze the exit test prompts and exit exam transcripts
- Score guides used in writing class to evaluate exit exams
Other aspects: Test scoring guide
Research design:
Level of detail: Low

Keywords:
ESL students; Writing programs; First-year writing courses; Exit tests


32. Tseng, Y. -C. and Liou, H. -C., 2006, The effects of online conjunction materials on college EFL students' writing, System, Vol. 34, No. 2, pp. 270-283.
Location:
Taiwan
Type of subjects/data: College students
No. of subjects/data: 19
Instruments: Test, Task/ activity, Questionnaire, Corpus
Method of analysis: Wilcoxon Signed Rank Sum test statistics
Error analysis
Other aspects: Task design
Research design:
Descriptive research
Level of detail: Medium

Keywords:
Conjuction, English writing, Cohesion, Corpus, CALL


33. Hincks, R., 2005, Measures and perceptions of liveliness in students oral presentation speech: A proposal for an automatic feedback mechanism, System, Vol.33, No.4, pp.575-591.
Location:
Sweden
Type of subjects/data: Corpus of oral presentation
No. of subjects/data: 1
Instruments: Test, Task/ activity
Method of analysis: - Descriptive statistics
- Prosodic analysis
- Speech analysis: e.g. pitch, speaking rate
Other aspects: - WaveSurfer software for speech analysis
- Reliability test
Research design:
Descriptive research
Level of detail: High

Keywords:
Prosody, Intonation, Pitch, Speech rate, Oral presentation skills, CALL, Speech analysis, English for specific purposes, Fluency, Learner corpora


34. Zareva, A., 2005, Models of Lexical knowledge assessment of second language learners of English at higher levels of language proficiency, System, Vol.33, No.4, pp.547-562.
Location:
United States
Type of subjects/data: NSs and L2 learners of English
No. of subjects/data: 64
Instruments: Test, Dictionary
Method of analysis: - Correlation
- Multiple regression analysis
- Possible regression
Other aspects: - Word sampling method
- Scoring procedures: e.g. vocabulary knowledge, word frequency effects
- Internal consistency reliability of the test (Kuder-Richardson 21 formula)
Research design:
Experimental research
Level of detail: High

Keywords:
Second language acquisition, Vocabulary, Lexical knowledge assessment, Testing


35. Gaskell, D. and Cobb, T., 2004, Can learners use concordance feedback for writing errors?, System, Vol. 32, No. 3, pp. 301-319.
Location:
Canada
Type of subjects/data: Adult Chinese EFL learners
No. of subjects/data: 20
Instruments: Task/ activity, Test, Questionnaire, Written report/ paper
Method of analysis: - descriptive statistics
- t-test
- error analysis
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
Computer assisted language learning, CALL, Learner concordancing, Hands-on concordancing, Error treatment, Error feedback, Grammatical awareness, Language awareness, Form focus, Focus on forms, Structured input


36. Liu, M. and Braine, G., 2005, Cohesive features in argumentative writing produced by Chinese undergraduates, System, Vol.33, No.4, pp.623-636.
Location:
China
Type of subjects/data: Students' compositions
No. of subjects/data: 50
Instruments:
Method of analysis: - Identify and count cohesive device used in the compositions
- Descriptive statistics: mean, Sd, frequency, and correlations
Other aspects:
Research design:
Correlational research
Level of detail: Low

Keywords:
Cohesive features, Argumentative writing, Chinese undergrate non-English majors, Reference Tie, Conjunction tie, Lexical tie


37. Perry, B. and Stewart, T., 2005, Insights into effective partnership in interdisciplinary team teaching, System, Vol.33, No.4, pp.563-573.
Location:
Japan
Type of subjects/data: Teacher
No. of subjects/data: 14
Instruments: Interview
Method of analysis: Content analysis
Other aspects:
Research design:
Qualitative research
Level of detail: Low

Keywords:
Team teaching, Collaboration, Reflective teaching


38. Martinez-Flor, A. and Fukuya, Y.J., 2005, The effects of instruction on learners' production of appropriate and accurate suggestions, System, Vol. 33, No. 3, pp. 463-480.
Location:
Spain
Type of subjects/data: Student
No. of subjects/data: 81
Instruments: Task/ activity, Test
Method of analysis: - ANOVA
- post hoc analysis
- Cohen's d
Other aspects: - interater reliability
- scoring system for grammatical accuracy
Research design:
Quasi-experimental research
Level of detail: High

Keywords:
Pragmatics, Instructional effects, Foreign language learning, Focus on form, Speech acts, Suggestions, Pragmatic production, Pragmatic appropriateness, Linguistic accuracy, E-mail, Telephone


39. Soler, E.A., 2005, Does instruction work for learning pragmatics in the EFL context?, System, Vol. 33, No. 3, pp. 417-435.
Location:
Spain
Type of subjects/data: High school student
No. of subjects/data: 132
Instruments: Test, Task/ activity
Method of analysis: - t-test
- ANOVA
Other aspects: Awareness-raising task
Research design:
Quasi-experimental research
Level of detail: Low

Keywords:
Foreign language learning, Instructional effects, Pragmatics


40. Takahashi, S., 2005, Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics, System, Vol. 33, No. 3, pp. 437-461.
Location:
Japan
Type of subjects/data: Japanese college student/ secondary data
No. of subjects/data: 49
Instruments: Test, Questionnaire, Task/ activity
Method of analysis: Content analysis
Other aspects:
Research design:
Quasi-experimental research
Level of detail: Medium

Keywords:
Interlanguage pragmatics, Implicit learning, Noticing, Awareness, Attention, Language instruction, Input enhancement, Request


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