Melissa L. Baralt, Ph.D.
Affiliations: | 2010 | Spanish & Portuguese | Georgetown University, Washington, DC |
Area:
Linguistics Language, Foreign Language Education, Modern LanguageGoogle:
"Melissa Baralt"Parents
Sign in to add mentor| Ronald P. Leow | grad student | 2010 | Georgetown | |
| (Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.) | ||||
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Publications
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| Baralt M, Mahoney AD, Brito N. (2020) Háblame Bebé: A phone application intervention to support Hispanic children's early language environments and bilingualism. Child Language Teaching and Therapy. 36: 33-57 |
| Larson AL, Cycyk LM, Carta JJ, et al. (2020) A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds Early Childhood Research Quarterly. 50: 157-178 |
| Baralt M, Mahoney AD. (2020) Bilingualism and the executive function advantage in preterm-born children Cognitive Development. 55: 100931 |
| Cerezo L, Baralt M, Suh BR, et al. (2014) Does the medium really matter in L2 development? The validity of CALL research designs Computer Assisted Language Learning. 27: 294-310 |
| Gurzynski-Weiss L, Baralt M. (2014) Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes Studies in Second Language Acquisition. 36: 1-37 |
| Gurzynski-Weiss L, Baralt M. (2014) Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction Applied Psycholinguistics. 36: 1393-1420 |
| Baralt M. (2013) The Impact of Cognitive Complexity on Feedback Efficacy during Online Versus Face-to-Face Interactive Tasks. Studies in Second Language Acquisition. 35: 689-725 |
| Baralt M. (2011) The use of social networking sites for language practice and learning Ilha Do Desterro: a Journal of English Language, Literatures in English and Cultural Studies. 277-304 |
| Baralt M, Gurzynski-Weiss L. (2011) Comparing learners' state anxiety during task-based interaction in computer-mediated and face-to-face communication Language Teaching Research. 15: 201-229 |