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Direct linkForrin, Noah D.; Mills, Caitlin; D'Mello, Sidney K.; Risko, Evan F.; Smilek, Daniel; Seli, Paul – Journal of Experimental Education, 2021
The prevalence of the acronym tl;dr ("too long; didn't read") suggests that people intentionally disengage their attention from long sections of text. We studied this real-world phenomenon in an educational context by measuring rates of intentional and unintentional mind-wandering while undergraduate student participants (n = 80) read…
Descriptors: Undergraduate Students, Reading Processes, Attention, Text Structure
Suvorov, Ruslan; Gruba, Paul – Language Learning & Technology, 2023
Grounded in the three-tiered transdisciplinary SLA framework of the Douglas Fir Group (2016), we explore how the concept of 'semiotic resources' may be integrated into CALL activity designs. Starting at the macro level, we discuss how language ideology may influence where to situate semiotic resources within initial design considerations. We next…
Descriptors: Semiotics, Computer Assisted Instruction, Second Language Learning, Second Language Instruction
