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Lista de candidatos sometidos a examen:
1) tool (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: tool


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt581 - : Para asegurar la confiabilidad de los análisis, cada investigador analizaba cinco textos, luego los compartía con otro investigador y el análisis acordado entre ambos era socializado con el resto del grupo (seis analistas). Para facilitar y sistematizar el análisis cuantitativo, empleamos el programa Corpus Tool (^[90]O'Donnell, 2008) que permitió, una vez realizado el análisis manual cláusula por cláusula, apreciar la distribución en los textos de las diversas categorías de heteroglosia, lo que dio paso a la identificación de patrones .

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paper CO_ColombianAppliedLinguisticsJournaltxt235 - : An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL): Examples from Primary Education

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paper CO_ColombianAppliedLinguisticsJournaltxt235 - : In all areas of effective CLIL strategy, teachers are expected to provide feedback to the learners on their language use and content mastery as well as encourage reflective approaches (^[61]de Graaff et al., 2007). Methodologically, reflection, classroom-based observation, and methodological dialogue are the means that “will increasingly characterize representative pedagogical CLIL practices and allow us to make headway in this area” (^[62]Pérez Cañado, 2017, p. 86). The pedagogical discussion and presentation of practical examples in the next section follow the organization of the Observation Tool. However, since cultural perspectives are considered to be an essential part of CLIL (cf. the 4 Cs framework), affect is commonly seen as an important factor in learning, and the assessment perspective is not markedly present. Thus, I have added three additional categories to the Observation Tool which I present and discuss in the following pragmatic section: aspects of culture, affects, and

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paper CO_ColombianAppliedLinguisticsJournaltxt27 - : According to Dana & Lynch-Brown (1993) cited by Nathenson-Mejía & Escamilla (2003b), children's literature is a powerful tool for teacher education programs because teachers are able to: "experience an array of cultural settings, develop understanding and appreciation for diversity of cultures, gain insight into children's minds and hearts, prepare children for the global society" (p . 239).

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paper CO_ColombianAppliedLinguisticsJournaltxt48 - : The third type of mediation is through another individual. Vygoskty (1978) supports this idea in the following example: a child wants to grasp an object which is beyond his reach. In trying to do so, he points at it in an attempt to establish a direct relationship with the object. His/her mother comes to aid him/her interpreting the pointing as indexing the desire to reach the object. In this moment, pointing becomes a sign for others. When the child realizes the change in the function of pointing, its orientation changes, too. From this moment on the child will use the pointing to establish relationship with others and not with the object. The mother in this case, has become the mediator who helps the child reach his/her goal, through another mediation tool: pointing . Mediation then is the way in which humans establish a relationship between their mental representations and the world. As we will see below, mediation can take different forms.

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paper CO_ColombianAppliedLinguisticsJournaltxt259 - : reflection-for-action and activating the cycle again. In this phase, active dialogic interactions take place aiming at building solid reflection, planning, and evolving teaching scenarios. In this way, the reflective cycle turns into a tool for professional development, including three specific stages of reflection: reflection on action, reflection in action, and reflection for action . As ^[57]Yanuarti and Treagust (2016) suggest, “while reflection on and in action applies during and after teaching practice, reflection for action is concerned with using reflection as a basis for planning future action for further benefits of self-continuous improvement for teachers” (p. 280).

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paper CO_ColombianAppliedLinguisticsJournaltxt242 - : Likewise, [74]Figure 6 displays the information from the focus groups and suggests that the interviewed students considered WCF combined with a writing portfolio to be a valuable tool for two purposes: (1 ) for developing their writing skill, and (2) increasing their confidence as writers of EFL. For the former, they considered that portfolio keeping and error correction had contributed to (a) organization of the text through pre-writing activities, (b) expanded vocabulary, (c) knowledge of textual types, (d) grammar, and (e) mechanics of the language. Regarding the latter, the portfolio contributed considerably towards a feeling of confidence about writing upcoming new versions (drafts) or different types of written pieces. They pointed out that the consistent feedback of the teacher and the possibility of multiple-drafting contributed to their improvement. Moreover, they strongly believed that they acquired knowledge of academic writing appropriate to their level. Nevertheless, portfolio

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paper CO_ColombianAppliedLinguisticsJournaltxt188 - : We used the following tools for data collection: students' AR reports, four focus groups, five interviews, and we designed the tool: One Day In (Someone' s ) Life (ODISL) (un día en la vida de…).

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paper CO_ColombianAppliedLinguisticsJournaltxt130 - : By knowing how much scores vary from the mean on average, we can evaluate the degree to which a distribution is normal or whether it is skewed or not. A normally-distributed test whose mean is centered at 50% will have sufficient "room" for approximately three standard deviations on either side of the mean; this range of plus or minus three standard deviations accounts for 99.72% of the scores in a normal distribution. A distribution which does not have room for three standard deviations above the mean is negatively skewed, whereas a distribution which does not have room for three standards deviations below the mean is positively skewed. Furthermore, standard deviation is a tool for identifying the outlying scores within the data set: scores at a distance of more than three standard deviations from the mean are considered to be outliers as they are outside of the margin of 99 .72% of the data points.

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paper CO_ColombianAppliedLinguisticsJournaltxt141 - : In this study a questionnaire was employed to collect data. The questionnaire used in this study was titled, "Use of Web 2.0 tools in the classroom" ([26]Appendix A). The questionnaire consisted of two parts including twenty-six items used to measure the type of ICT / Web 2.0 tool used in the classroom as a way to promote English language learning. The first part of the questionnaire consisted of sixteen questions focusing on the demographic situation of the graduates from the Masters in English Language Teaching with an Emphasis in Autonomous Learning Environments, their current teaching situation, type of educational institution, grade level of students, use of technology in the classroom, level of comfort when including ICT as part of the class, use of chat, forums and learning management systems (LMS). The second part consists of ten multiple choice questions divided into nine different categories relating to the different types of categories of Web 2.0 tools as described below:

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paper CO_CuadernosdeLingüísticaHispánicatxt98 - : These examples show that when students are using ICT tools they can have access to dictionaries, online books, expressions and other types of sources and activities to learn. Students feel they can find the necessary tools to accomplish an academic task. Additionally to the use of different resources to enrich their learning process, students consider that through the use of technological resources they can develop all abilities in the target language, this includes, of course, speaking abilities. This characteristic makes ICT activities a complete tool to learn. This final insight can be evidenced in the next answers given by students in questionnaire 2, question 5. They had to choose a learning tool and explain why it is interesting for them:

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paper CO_Íkalatxt311 - : In relation to CLIL fundamentals, despite the fact that teachers found the training useful in this matter, they still expressed doubts when referring to the language triptych, which is a conceptual tool put forward by (^[113]Coyle, Hood, & Marsh, 2010) that helps teachers and learners identify three types of language needed for effective CLIL: language of learning (language related to understanding the subject ), language for learning (functional language for carrying out learning tasks), and language through learning (new language likely to arise according to individual learner needs during this process). The triptych allows teachers to understand the linguistic progression in CLIL and supports teachers in helping students to use a new language rather than learning vocabulary in isolation. Given the results here, those from the CLIL achievement test, and their comparison with stage one, it is safe to conclude that participants still need lots of support and coaching to understand CLIL

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paper CO_Íkalatxt128 - : On the other hand, as the interaction that took place was undertaken by students with inanimate texts and instruments, misunderstandings and breakdowns in communication were more likely to happen. Students realized teachers were not experts in designing and creating technological tools and lack of organization and non-user- friendly tools were accepted with no surprise. They expected breakdowns when interacting with the tool and looked for ways to overcome these difficulties:

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paper CO_Íkalatxt11 - : The term used in the original is a swear word and is especially inappropriate in women's speech, but not so much in men's discourse. Despite that, her usage of the word brings Elizabeth closer to men's behaviour and consequently to power. Furthermore, Elizabeth's purpose is to offend and insult Abigail, and impoliteness functions as a tool of offence as Holmes (1995:4) states: '''politeness' describes behaviour which is somewhat formal and distancing, where the intention is not to intrude or impose [ ...] Being polite means expressing respect towards the person you are talking to and avoiding offending them''. On the other hand, the translation as ramera is a softened version of whore in the original. Whereas in the 1955 translation it would be admissible because of the social perception of women, this option does not have the same effect in the 90s. Nevertheless, the choice relies on a question of gender, as can be seen when John Proctor uses the same word to insult Abigail.

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paper CO_Íkalatxt257 - : “A portfolio is a systematic collection of teaching artifacts and reflections” (^[102]Díaz-Maggioli, 2003, p. 2). Portfolios offer documented evidence of the teaching-learning process that teachers perform in a specific context. They allow teachers to reflect on the content and activities of their courses. In addition to materials and personal reflections, portfolios may include student artifacts. In our program, portfolios are expected to be a personal tool as well as a form of community support: personal because the teachers will be able to reflect on their job, their weaknesses, their strengths, and how their teaching practice evolves over time ; and community support because the materials included in the portfolio may be shared among colleagues by means of a materials bank or community of practice to enrich others’ classes and enhance their students’ learning.

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paper CO_Íkalatxt106 - : L1 as an inter-cultural learning tool in the discussion boards: Not a sin anymore .

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paper CO_Íkalatxt106 - : information'' (Bauer et. al, 2006, p. 35). This is not an easy task to be accomplished by students who are in beginning or intermediate FL classes. It is at this point where the use of L1 as a mediational means becomes imperative to achieve the object of the task. In this regard, Knutson (2006) proposes that ''it is certainly feasible to judiciously integrate the L1'' in the FL classroom if ''the activities or situations in which the L1 can be used are completely routinized [sic] and predictable'' (p. 605). The online environment in which the discussions are held, then, provides a physical and symbolic ''space'' where the use of L1 is accepted in the aforementioned SFL classes. In this sense, L1 usage is institutionalized and conceived as a mediational tool that allows students to achieve the object of the discussion boards: inter-cultural learning .

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paper CO_Íkalatxt105 - : Always-Visible Tool: These are tools that usually provide access to the most frequent or important user actions . For example, the help options contribute to the accurate input of PVs features; therefore, these options must always be visible. They should be used sparingly and should be placed strategically for easy access by the user.

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paper CO_Íkalatxt243 - : Spanish as a tool for inclusive globalization: Linguistic equity in double immersion classrooms in California

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paper UY_ALFALtxt244 - : Xu, Yi. 2013. ProsodyPro - a tool for large-scale systematic prosody analysis, TRASP 2013 Proceedings, Aix-em-Provence: 7-10 . [ [229]Links ]

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paper corpusLogostxt47 - : Boxer, D. (1995). The ethnographic interview as a tool for speech act research: The case of complaints . [107]http://cpd1.ufmt.br/meel/arquivos/artigos/184.pdf (consulted in November 2016). [ [108]Links ]

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paper corpusRLAtxt177 - : A few years after the first explorations in the field of intonational dialectometry of acoustic numeric values within the AMPER framework (resumed in § 2.2.), the Grup d'Estudis de Prosódia, a research group belonging to what we informally called the IARI-family, carried out the first dialectometric analysis of intonational phonological (i.e. categorical) data. The variables used for the dialectometric anal ysis were the nuclear configurations^[83]^2 of 20 sentences-types in 70 Catalan dialects. The tool chosen was Gabmap (^[84]Nerbonne et al., 2011) and the results were pub lished in Prieto and Cabré's (2013) book on Catalan intonation. Gabmap proved to be an adequate tool for basic intonational dialectometry, but it had a shortcom ing: it did not allow choosing the string comparison method to be used .

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paper corpusRLAtxt158 - : En contrapartida, la única habilidad técnica que se requiere aprender es la adquisición de conocimientos de Unix, y pese a su dificultad, debe considerarse como una fase transitoria y necesaria para la gestión y el análisis del corpus. "Fortunately (and contrary to many people's fears), programming for linguistic research questions does not require a special aptitude in computer science or mathematics. The basic tool you need is knowledge of a language that a computer understands" (Biber, Conrad y Reppen, 1998: 256 ). Así, a pesar del esfuerzo inicial, es muy recomendable indexar un corpus con CWB, puesto que éste ofrece datos exactos acordes con la rigurosidad de su proceso de indexación. Se trata de un programa de gestión de corpus muy útil, veloz, flexible y de gran capacidad que además incluye un procesador capaz de realizar búsquedas muy complejas y específicas, lo que permite el estudio de fenómenos y comportamientos lingüísticos y traductológicos de forma minuciosa y flexible y, a su

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paper corpusRLAtxt208 - : - Concordancias (Concordance Tool): Muestra resultados de búsqueda en el formato "palabras claves en contexto" o KWIC por sus siglas en inglés . Le permite al investigador ver las palabras y frases comúnmente usadas en el corpus.

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paper corpusRLAtxt188 - : This systematic study of metapragmatic level rests, according to ^[47]Verschueren (1999: 55-71), on three hierarchically related key notions, namely: variability, negotiability and adaptability. All three of them are inseparably related and together give shape to a comprehensive access to the complex phenomenon of language communication. Even though adaptability is presented as a higher-order notion, it acts as a merely methodological tool, since adaptability "has no content without both variability and negotiability" (Verschueren, 1999: 62 ).

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paper corpusRLAtxt226 - : Crossley, Scott, Kyle, Kristopher y McNamara, Danielle. 2016. The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion . Behavior Research Methods, 48, 1227-1237. [199]https://link.springer.com/article/10.3758/s13428-015-0651-7 [ [200]Links ]

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paper corpusSignostxt420 - : The main objective of this paper is to determine the kind of usage made by students –as well as their perception– of an often misused and even undervalued tool: the dictionary . This study shows that learners seldom reflect upon the kind of information they need in a dictionary, in the same way that a single specialised lexicographical work rarely contains all the information needed to solve all the terminological/conceptual/usage-related doubts that may arise. This is the reason why we have analysed how learners of English for Engineering perceive their own lexicographical usage, needs and expectations when explicitly asked about these aspects by means of two questionnaires: one of them dealing with the critical analysis of already-existing works and the other about lexicographical usage and needs. The results obtained show that no single text has all the quality, quantity, clarity and user-friendliness features to be expected in a scientific-technical e-dictionary. This is the reason why

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paper corpusSignostxt559 - : TAALES2.0 (Tool for the Automatic Assessment of Lexical Sophistication) by ^[41]Kile, Crossley and Berger, (2018), is an AWE tool that computes numerous indices related to: word frequency (less frequent words are considered more sophisticated or complex ), word range (number of documents containing particular elements), n-gram frequency (set of infrequent terms that relate to the quality of the text), n-gram range, n-gram strength of association, contextual distinctiveness (measures the diversity of the context in which a word occurs), semantic network and word neighbors (words that share phonological, phonographic and orthographic similarities). This tool has been applied to L1 and L2 (Second Language) students to predict holistically the lexical proficiency. The authors discarded variables that did not comply with a minimum correlation, in addition to variables that presented multicollinearity. The final model included ten variables, which explain the 58% variance in the lexical

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paper corpusSignostxt599 - : The corpora were uploaded to the METOOL online tool ([102]http://metool .idm.upv.es/), designed at the Research Institute for Information and Language Processing at the University of Wolverhampton (UK) with the aim of identifying and tagging rhetorical devices in discourse . The three corpora were tagged with METOOL for metadiscourse devices by a group of annotators using a pre-established list of such devices compiled for this purpose and based on ^[103]Hyland (2005) and ^[104]Mur-Dueñas (2011). The working definition for boosters used by the annotators was the one by ^[105]Mur-Dueñas (2011), emphasising the fact that they are devices that focus on transmitting certainty and conventions and could be the indication of pragmatic conventions in specific academic writing.

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paper corpusSignostxt415 - : El usuario no debería olvidar que no se trata de una herramienta infalible, sino que es, más bien, “a flagging tool which brings possible errors to their attention” (Jacobs & Rodgers, 1999: 523 ). De manera que, igual que cuando, por ejemplo, estamos escribiendo en español e introducimos una cita en inglés, el corrector del procesador de textos nos la subraya, y no por ello consideramos que hemos cometido un error; pues, CorrectMe también llamará la atención sobre combinaciones de palabras que, simplemente, son poco frecuentes, pero no por ello, erróneas. Este programa exige que el usuario no sea un mero receptor pasivo de la información, sino que sea capaz de intuir la causa de los avisos que le envía. Además, es conveniente que el usuario sea consciente de la necesidad de complementar la utilización del corrector con el Diccionario de la lengua española y el Diccionario panhispánico de dudas de la RAE, y con otras utilidades como el Corpus del español actual (CREA) o WebCorp (Renouf, Keho

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paper corpusSignostxt600 - : The application of the statistical chi square tool has offered interesting findings, and has helped corroborated that disciplinary issues lie at the core of differences in the way these devices are employed across the different sections of the disciplines under analysis . Regarding the pragmatic functions enacted, except for the presentation of goals and the organisation of discourse, the rest of the functions are deployed in ways which are statistically significant across sections and disciplines.

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paper corpusSignostxt602 - : The study evaluated the final assignment produced by these students and compared the overall grades to those obtained the previous year by students of the same subject who did not have any structured writing guidelines. This was done with an independent t-test and bootstrapping measures. The study also compared the results from the pre-semester and post-semester knowledge surveys, through a paired-t test and finally it explored the idea of the post-semester KS being a potential tool to predict assignment grades, through a robust correlation. All statistics were calculated using R (a statistics software). Cohen’s d for effect size was calculated using the tools found at http://www .cognitiveflexibility.org/effectsize/. The reporting of the statistical tests used includes detailed descriptions of the assumptions and normality checks carried out, as well as visual information, as advocated by ^[88]Larson-Hall (2015).

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paper corpusSignostxt300 - : This provides a refinement of the theories that offers us a way to examine closely the motives and values activity systems participants place with certain genres, as well as the role genres play in mediating the activity within and between activity systems. Russell (1997: 504) suggests the synthesized theories can serve as a heuristic for analyzing the "intertextual relations among disciplinary and educational genre systems" and illustrates this tool by analyzing the interaction of the activity systems of the research university and the profession of cell biology through a boundary course: intermediate cell biology . Again, multi-modality is crucial genre systems or ecologies are multi-modal (Spinuzzi, 2003).

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paper corpusSignostxt300 - : Tuomi-Grohn, T., Engestrom, Y. & Young, M. (2003). From transfer to boundary-crossing between school and work as a tool for developing vocational education: An introduction . In T. Tuomi-Grohn & Y. Engeström (Eds.), Between School and Work: New Perspectives on Transfer and Boundary-crossing (pp. 1-15). Amsterdam, Netherlands: Pergamon. [ [70]Links ]

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paper corpusSignostxt601 - : The texts produced by the students were tagged by test and student and introduced in Coh-Metrix (version 3.0). Coh-Metrix is an automated web tool that generates indices of the discourse and linguistic representations of texts within five major dimensions: “narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal ) cohesion” (^[91]McNamara et al., 2014). For the authors, computerisation therefore replaces other methods used in the past to measure L1/L2 language development, like linguistic analysis provided by hand and other traditional classifications (e.g. Hunt analysis). Other automated tools like Synlex, which has been previously used for the cross-sectional description of bilingual discourse (^[92]Lorenzo, 2017; ^[93]Lu, 2010, for further information on this tool) and other types of software like Trijamod, Childes and Freeling were considered, but they were found less appropriate to the ends of this study.

Evaluando al candidato tool:


3) learning: 12
4) teachers: 11
6) reflection: 9
8) clil: 8 (*)
13) teaching: 6 (*)
16) usage: 5
17) linguistic: 5 (*)
18) questionnaire: 5
19) análisis: 5
20) portfolio: 5

tool
Lengua: eng
Frec: 836
Docs: 373
Nombre propio: 4 / 836 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.670 = (3 + (1+6.16992500144231) / (1+9.70908381255034)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
tool
: 1. How is this intertextuality perceived by the teacher? Does she view it as tool (As a tool for language development and a form of non-transgressive intertextuality) or rather, as a form of transgressive intertextuality (Pennycook, 2004) which borders on plagiarism?
: 15. Espitia, M. I., & Clavijo Olarte, A. (2011). Virtual forums: A pedagogical tool for collaboration and learning in teacher education. Colombian Applied Linguistics Journal, 13(2), 29-42.
: 28. Muñoz, A., Álvarez, M., Casas, S., Gaviria S., & Palacio, M. (2003). Validation of an oral assessment tool for classroom use. Colombian Applied Linguistic Journal, 137–157
: 37. Wüster, E. (1968). The Machine Tool. An Interlingual Dictionary of Basic Concepts. Londres: Technical Press.
: 41. Stevens, D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus.
: 9. Beckett, G. H. y Slater, T (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2), 108-116.
: After analyzing data, we found out two emerging sub-categories: BL creates opportunities to reinforce acquired EFL; and Skype® as a powerful tool to enhance online EFL interaction.
: Alegría de la Colina, A., & Del Pilar García Mayo, M. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL: International Review of Applied Linguistics in Language Teaching, 47(3/4), 325-345.
: Arús, J. (2004a). English and Spanish structures: The textual metafunction as a contrastive tool for the analysis of language. In D. Banks (Ed.), Text and texture (pp. 173-90). Paris: L’Harmattan.
: Aurrekoetxea, Gotzon, Karmele Fernández-Aguirre, Jesús Rubio, Borja Ruiz and Jon Sánchez. 2013. DiaTech: A new tool for dialectology. Literary andLinguis tic Computing 28(1). 23-30.
: Barsaglini-Castro, A. & Valcarce, D. (2020). The Coruña corpus tool: Ten years on. Procesamiento del lenguaje natural, 64, 13-19.
: Bonney, R., Cooper, C., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K. y Shirk, J. (2009). Citizen science: A developing tool for expanding science knowledge and scientific literacy. BioScience, 59(11), 977-984.
: Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18(1), 1-21.
: Briggs, J. (2015). A context-specific research tool to probe the out-of-class vocabulary-related strategies of study abroad learners. International Journal of Applied Linguistics, 25(3), 293-314. [96]https://doi.org/10.1111/ijal.12070
: Burczyńska, P. (2015). Reversed subtitles as a powerful didactic tool in sla. En Y. Gambier, A. Caimi, y C. Mariotti (Eds.), Subtitles and language learning (pp. 221-244). Berna: Peter Lang. [181]https://doi.org/10.3726/978-3-0351-0719-7
: Calandra, B., Gurvitch, R. & Lund, J. (2008). An exploratory study of digital video editing as a tool for teacher preparation. Journal of Technology and Teacher Education, 16, 137-153.
: Citation/ Para citar este Artículo: Pardo Soto, C., & Cisterna Zenteno, C. (2019). Smartphones Screen Recording Apps: An Effective Tool to Enhance English Language Fluency. Colomb. Appl. Linguistic. J., 21(2), pp. 208-229
: Clavijo, A. & Espitia, M. I. (2011). Virtual Forums: A Pedagogical tool for collaboration and learning in teacher education. Colombian Applied Linguistics Journal, 13, 29-42. [91]https://doi.org/10.14483/22487085.3763
: Coll, C. & Falsafi, L. (2010). Learner identity: An educational and analytical tool. Revista de Educación, 35(3), 211-233.
: Conrad, Susan and Douglas Biber. 2001. Variation in English. Multi-Dimension al Studies. CRAT: Corpus Research Analysis Tool. Available at [116]http://perezparedes.blogspot.com/search/label/CRAT.
: Correa, D., & Domínguez, C. (2014). Using SFL as a tool for analyzing students’ narratives. HOW Journal, 21(2), 112-133. Doi: 10.19183/how.21.2.7.
: Coyle, Hood, and Marsh (2010) developed a six-stage process, whose purpose is to give teachers a tool for planning and developing their own CLIL model. They suggest that teachers begin the process by having in mind that the CLIL model is flexible and accordingly can be adapted for all contexts.
: Crossley, Scott, Allen, Laura, Kyle, Kristopher y McNamara, Danielle. 2014. Analyzing discourse processing using a simple natural language processing tool. Discourse Processes, 51(5-6), 511-534. [197]https://doi.org/10.1080/0163853X.2014.910723
: Dawkins, John. "Teaching Punctuation as a Rhetorical Tool." College Composition and Communication, Dec. 1995: 533-548.
: Dinkleman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6-18.
: DispoGrafo. A new computational tool for the analysis of semantic relations in lexical availability
: EnSenias: Technological tool to learn, teach, improve and use Panamanian Sign Language
: Espitia, M., & Clavijo, A. (2011). Virtual forums: A pedagogical tool for collaboration and learning in teacher education. Colombian Applied Linguistics Journal, 13(2), 29-42.
: Everett, Daniel. 2012. Language: the Cultural Tool, Pantheon Books, Nova York.
: Fernández, V. M. & Osa-Melero, L. (2017). Community engagement pedagogy: A tool to empower heritage language and second language integration. Hispania, 100(5), 53-54.
: Figure 1 The Observation Tool for Effective CLIL Instruction (^[60]de Graaff et al., 2007, p. 610).
: Finding solutions to problems, or to stated problems, as a tool for answering questions, collecting data to solve particular problems, and as the careful and thorough study of a problem. (Meyer et al., 2005, p. 36)
: Focho, G. N. (2011). Student perceptions of English as a developmental tool in Cameroon. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language(pp. 137-160). London: British Council.
: For the purpose of this research writing is defined as a recursive process involving sub-processes such as generating ideas, drafting, revising, editing and error correction ( White & Arndt, 1996). Peer editing is included as a tool that helps students assess their own writing assignments.
: Goldman, J. (2011). EasyAlign: An automatic phonetic alignment tool under PRAAT. Interspeech' 11,12th Annual Conference Of The International Speech Communication Association. Recuperado de [94]https://archive-ouverte.unige.ch/unige:18188
: Guerrero, M. (2012). The use of Skype as a synchronous communication tool between foreign language college students and native speakers. How, 19, 32-43.
: Hernández Z., G. y Zotzmann, K. (2014). Digital literacy as a tool for self-authoring: Teaching reluctant student writers through “redesign”. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(2).
: Janks, H. (1997). Critical discourse analysis as a research tool. Discourse: Studies in the Cultural Politics of Education, 18, 329-342.
: Johns, T. (1986). Micro-Concord: a Language Learner’s Research Tool. System, 14(2), 151-162.
: Kile, K., Crossley, S. & Berger, C. (2018). The tool for the automatic analysis of lexical sophistication (TAALES): Version 2.0. Behavior Research Methods, 50(3), 1030-1046.
: Liu, M. & Pedersen, S. (1998) a. Computer-based concept mapping: a review of a cognitive tool for students. Retrieved on September 26^th, 2005 from [45]http://www.hsp.ee.tsinghua.edu.cn/wcc2000/iceut2000/iceut10-03.pdf.
: Lozano, C. 2015. Learner corpora as a research tool for the investigation of lexical competence in L2 Spanish. Journal of Spanish Language Teaching, 2(2), pp.180-193.
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