- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...Fung Chiu
Improving argumentative writing: Effects of a
blended learning approach and gamification
Yau Wai Lam, The University of Hong Kong
Khe Foon Hew, The University of Hong Kong
Kin Fung ...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Effects of web-based collaborative writing on individual L2 writing development
-
...Fung, 2010); the effect of the environment (Kessler, 2009); the
effect of the context, tools, and participants on collaborative writing (Arnold & Ducate, 2006); teacher
interference in collaboration...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Digital Gaming and Language Learning: Autonomy and Community
-
...Fung, & Khoo, 2011). L2
digital gaming, therefore, takes place mainly in “entirely out-of-school non-institutional realms of freely
chosen digital engagement” (Thorne, Black, & Sykes, 2009, p. 802)....
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
-
...Fung, 2010), or as a positive predictor of learning satisfaction within CMC environments (Gunawardena
& Zittle, 1997; Tsai, 2012). It can also give each member a sense of belonging or group commitmen...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...Fung, 2004; Pawan, et al., 2003; Pena-Shaff & Nicholls
2004). Although resolutions occurred infrequently, the few resolutions that did occur took place in the last
discussion, which specifically ask...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Fung, 2010). Based on the sociocultural learning
theory of Vygotsky (1978), which suggests that knowledge is co-constructed in social interaction, SP
“provides a necessary level of facilitation to s...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...Fung, P. (2023). A multitask, multilingual, multimodal evaluation of
ChatGPT on reasoning, hallucination, and interactivity. arXiv.
https://doi.org/10.48550/ARXIV.2302.04023
https://doi.org/10.108...
by Da Yan
in Volume 28 Number 1, 2024
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
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...Fung, P., Henmessy, S., & O’Shea, T. (1998). Pocketbook computing: A paradigm shift? Computers in
the Schools, 14 (3/4), 109–118. Retrievable from http://www.tandfonline.com
Jack Burston MALL Anno...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Dissertations On Technology and L2 Learning
-
...ung, K. E. (2022). Minecraft in Language Teacher Education: Acceptance and Integration in Practice (Order No. 29993920) [Doctoral dissertation, University of South Florida]. Available from ProQuest Di...
in Dissertations On Technology and L2 Learning
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