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Video recording in ethnographic SLA research: Some issues of validity in data collection
...here is Who should do the filming? There are several options: the researcher, a videographer, or the participants. The first option is to have the researcher double as the videographer. This has the...

by Margaret DuFon
in Volume 06 Number 1, January 2002

Review of Flipping academic English language learning: Experiences from an American university
...he authors discuss the tenets to debunk myths about flipped learning. They focus on the role of technology in flipped learning and question whether advanced technology is a necessity for the implemen...

by Ali Dincer
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...he main change in practice was the digitization of the print-based materials she used before the installation of the technology. Asked whether the IWB had enhanced her teaching, the teacher commente...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...he more shocking was Ahmed’s one: he told us the problems that he had to face due to the occupation in Hebron (because he’s Palestinian), the imposed curfew to the Palestinian and the two weeks he p...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing
...heir own (Pattern A). The learners could not correct the rest of the errors by themselves, so they asked for the teacher’s help. The teacher’s intervention helped the learners correct most of the er...

by Hyunsook Yoon, JungWon Jo
in Volume 18 Number 1, February 2014

Review of Inclusive Education and Digital Technologies
...hers on the benefits of ICT in language teaching is a key theme of this volume, it might have been helpful if the editors had clarified whether they were promoting a SEN-specific or SEN- general appr...

by Dustin Crowther
in Volume 20 Number 1, February 2016

Review of Computer-assisted Language Learning: Context and Conceptualization.
...helps to identify recurring themes and to prevent re-inventing the wheel with new approaches (Chapter 2). In an attempt to create a theoretical framework for CALL, he argues that theorists and practit...

by Christine Leahy
in Volume 02 Number 1, July 1998

Review of Language Teaching and Language Technology
...he learner the difference between the articulatory setting of the native tongue and the foreign tongue" (p. 14). The author motivates the proposed use of the computer-based program with the assertio...

by Rafael Salaberry
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)

Review of Issues in computer-Adaptive Testing of Reading Proficiency
...her sections of the volume. Zumbo and MacMillan observe that while Eignor favors the 3PLM, the other two contributors endorse the use of the RM. Zumbo and MacMillan maintain that the debate over the u...

by Marisol Fernández-García
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Review of Computer-Assisted Language Learning: Diversity in Research and Practice
...he complexity of CALL. Stockwell then simplifies the discussion in a way that helps the reader grasp the immense diversity of theory in CALL. He further discusses the affordances (i.e. the enabling o...

by Judith Bridges
in Volume 19 Number 2, June 2015