- Benefits of visual feedback on segmental production in the L2 classroom
-
...Learning & Technology 192
Ruellot, V. (2011). Computer-assisted pronunciation learning of French /u/ and /y/ at the intermediate
level. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronun...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Learning to express gratitude in Mandarin Chinese through web-based instruction
-
...learners
also expressed their specific learning needs in the reflective e-journals, so the instruction should be
tailored to meet the individual needs of learners. For example, some higher-level lea...
by Li Yang
in Volume 20 Number 1, February 2016
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...ler, 2003) or simultaneous composing as a
communication problem (e.g., Braine, 2001). Despite possible challenges due to the lack of nonverbal
cues and turn-taking, certain types of interaction cann...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Textual, genre and social features of spoken grammar: A corpus-based approach
-
...level
A2 level
B1 level
B2 level
C1 level
C2 level
Figure 6. Progression of the group’s proficiency levels according to the Common European Reference
Levels3
Students also showed a gradual improve...
by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
-
...level learners and
18 third-year, university-level learners. The second-year (‘intermediate level’) learners were enrolled in
fourth-semester Spanish classes at a medium-sized university and at a co...
by Karina Collentine
in Volume 13 Number 2, June 2009
- LITERALIA: Towards developing intercultural maturity online
-
...learning (Lewis, Woodin & St. John, 1996; Stickler, 2001; Stickler & Lewis, 2003) and the
Open University's expertise in “mixed mode” or blended teaching and learning (Hampel, 2003; Lewis,
2006; Sti...
by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
-
...le" in other ways, too, as in
cycles of "accountability," cycles of "evaluation," and "monitoring" cycles where learners carefully reflect
upon what they have learnt through the task they have complet...
by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004
- Collaborative writing and text quality in Google Docs
-
...led to learner-to-learner scaffolding during
which learners took on the roles of novice and expert in a dynamic way (i.e., taking turns in each role).
They also “pooled resources whenever uncertaint...
by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019
- Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
-
...lectronic learning (e-learning), mobile learning (m-
learning), mobile devices, and wireless technologies has made u-learning possible for learners anytime,
anywhere. One big difference between m-lea...
by Hee-Jung Jung
in Volume 18 Number 3, October 2014
- Can clicker use support learning in a dual-focused second language German course?
-
...leichstellung der Homosexuellen Paare
(TERM)
a) Die Diskriminierung gegen homosexuelle Paare
b) Die Gleichberechtigung
c) Die Gleichheit
d) Die Gleichbehandlung der homosexuellen Paare
The lega...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
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