L
Laura Gurzynski-Weiss
Researcher at Indiana University
Publications - 33
Citations - 759
Laura Gurzynski-Weiss is an academic researcher from Indiana University. The author has contributed to research in topics: Task (project management) & Second-language acquisition. The author has an hindex of 11, co-authored 32 publications receiving 683 citations.
Papers
More filters
Journal ArticleDOI
Exploring learner perception and use of task-based interactional feedback in ftf and cmc modes
TL;DR: The authors investigated learners' perception and use of feedback provided in task-based interaction in both computer-mediated (CMC) and face-to-face (FTF) modes.
Journal ArticleDOI
Comparing Learners' State Anxiety during Task-Based Interaction in Computer-Mediated and Face-to-Face Communication
TL;DR: The authors compared the effect of computer-mediated communication (CMC) vs face-to-face communication (FTF) on learners' state anxiety and found that state anxiety was not significantly lower in the CMC mode than the FTF mode.
Journal ArticleDOI
Does type of modified output correspond to learner noticing of feedback?: A closer look in face-to-face and computer-mediated task-based interaction
TL;DR: The authors examined if type of learner-modified output differentially demonstrates noticing and whether or not this relationship holds in both face-to-face (FTF) and synchronous computer-mediated chat (SCMC) environments.
Journal ArticleDOI
Task Complexity, Language-Related Episodes, and Production of L2 Spanish Vowels.
TL;DR: In this article, the authors examined whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion.
Journal ArticleDOI
Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction.
TL;DR: This article explored the amount, type, and immediate use of teacher feedback during naturally occurring classroom interaction depending on: (1) whether feedback is provided during tasks versus non-tasks, (2) during focused versus unfocused tasks and (3) whether it occurs during pre-, during-, or post-task phases.