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Computer Assisted Language Learning Volume 32, 2019 - Issue 4
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Original Articles

Linking text readability and learner proficiency using linguistic complexity feature vector distance

Xiaobin ChenLEAD Graduate School & Research Network, ICALL-Research.de Group, University of Tübingen, Tübingen, Germany; ;Seminar für Sprachwissenschaft, University of Tübingen, Tübingen, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3158-0899View further author information
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Detmar MeurersLEAD Graduate School & Research Network, ICALL-Research.de Group, University of Tübingen, Tübingen, Germany; ;Seminar für Sprachwissenschaft, University of Tübingen, Tübingen, GermanyORCID Iconhttps://orcid.org/0000-0002-9740-7442View further author information
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Pages 418-447 | Published online: 14 Feb 2019

Citations (13)

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Read on this site (1)

Jia Li, Linying Ji & Qizhen Deng. (2023) The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge. Computer Assisted Language Learning 36:1-2, pages 52-80.
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Articles from other publishers (12)

Anja Riemenschneider, Zarah Weiss, Pauline Schröter & Detmar Meurers. (2023) The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing . TESOL Quarterly.
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Çağrı Çöltekin & Taraka Rama. (2023) What do complexity measures measure? Correlating and validating corpus-based measures of morphological complexity. Linguistics Vanguard 9:s1, pages 27-43.
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Dongjie Zhou & Zezhi Zheng. (2023) A new measurement method of Chinese texts’ difficulty based on the digital analysis of two-character continuations. Digital Scholarship in the Humanities 38:1, pages 420-433.
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Lei Lei & Yaqian Shi. (2023) Syntactic complexity in adapted extracurricular reading materials. System 113, pages 103002.
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Tai Wang, Hercy N.H. Cheng & Zhiqiang Cai. (2022) The linguistic differences in concept conveying in English and Chinese xMOOC forums. Heliyon 8:12, pages e12551.
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Matthias Bauer, Judith Glaesser, Augustin Kelava, Leonie Kirchhoff & Angelika Zirker. (2022) ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language. Language and Literature: International Journal of Stylistics 31:3, pages 345-364.
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Detmar Meurers. 2013. The Encyclopedia of Applied Linguistics. The Encyclopedia of Applied Linguistics 1 15 .
Lin Jiang, Yingxuan Luo & Jianling Zhan. (2021) Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task. Chinese Journal of Applied Linguistics 44:3, pages 314-334.
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Yan Huang, Akira Murakami, Theodora Alexopoulou & Anna Korhonen. (2021) Subcategorization frame identification for learner English. International Journal of Corpus Linguistics 26:2, pages 187-218.
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Simón Ruiz, Patrick Rebuschat & Detmar Meurers. (2019) The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL. Language Teaching Research 25:4, pages 510-539.
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Sumin Zhang & Lawrence Jun Zhang. (2021) Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude. System 98, pages 102481.
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Maria Chinkina, Simón Ruiz & Detmar Meurers. (2019) Crowdsourcing evaluation of the quality of automatically generated questions for supporting computer-assisted language teaching. ReCALL 32:2, pages 145-161.
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