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Showing 111 - 120 results of 129 for Le

Building the porous classroom: An expanded model for blended language learning
...lementable change at the micro level as a means of ultimately affecting change at the meso and macro levels of context” (Levine, 2020 p. 45). No model of language learning will be universal in its a...

by Robert Godwin-Jones
in Volume 24 Number 3, October 2020

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

Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
...learners may demonstrate a knowledge of rules in controlled tasks (explicit knowledge) yet struggle to apply them fluently in writing (implicit knowledge); or vice versa, development in complexity mi...

by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025

The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
...le was decentralized, provided a favorable opportunity for learners to switch roles with the instructor and initiate more learner-learner interactions, making CMC discussion more learner-centered. I...

by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

E-mail and word processing in the ESL classroom: How the medium affects the message
...leted. APPENDIX A: Sample Assignments Sample Assignment for E-mail Reaction EFL40 Oral Communication Reaction Writing/Article #5 MULTICULTURALISM: "DON'T SAY A WORD -- UNLESS IT'S IN ENGLISH" Directio...

by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001

Oral Interaction Around Computers in the Project-Oriented CALL Classroom
...le (example 1, line 9). Kelly adopts this teaching role spontaneously, and it is well-received by Alice (example 1, line 10). A similar example follows: Example 2 (Group A, week 11) 1 Alice "le ...

by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Blog posts and traditional assignments by first- and second-language writers
...le assignments that adhered to a more formal, complex, impersonal, and repetitive academic style, educational blogging was less formal, less formulaic, less semantically and syntactically complex, a...

by Irina Elgort
in Volume 21 Number 2, June 2017

The formative role of teaching presence in blended Virtual Exchange
...ler-Hartmann The formative role of teaching presence in blended Virtual Exchange Malgorzata Kurek, Jan Dlugosz University Czestochowa Andreas Müller-Hartmann, Pädagogische Hochschule Heid...

by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
...le 1 Alignment of the STAMP Scale with ACTFL Proficiency Scale Stamp Level ACTFL Proficiency Level Sublevel 1 Novice Low 2 Novice Mid 3 Novice High 4 Intermediate Low 5 Intermediate Mi...

by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024