- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...park. In 1996, Warshauer warned that technology is not a panacea for challenges facing language
teachers. “New technologies will not revolutionize, or even improve, language learning unless they are ...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment
-
...Park, J., Young, C., & Lee, J. (2008). Connecting
informal and formal learning experiences in the age of participatory media. Contemporary Issues in
Technology and Teacher Education, 8(2), 100–107. ...
by Christoph A. Hafner, Lindsay Miller
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
-
...park”. Session three
included a warm-up activity, a language practice activity named “outrageous opinions”, and individual
presentations of things the students had found out about SL. Session four c...
by Airong Wang
in Volume 19 Number 2, June 2015
- Multimodal glosses enhance learning of Arabic vocabulary
-
...park.”) or nonsense (e.g., “I like
to run in the sky.”). Following the semantic judgment, participants would try to report the letter sequence.
Participants were tested using letter sequences up to ...
by Juman Al Bukhari, John A. Dewey
in Volume 27 Number 1, 2023
- An experimental study of corrective feedback during video-conferencing
-
...park.
4. She buys an expensive dress soon.
5. I wait for the bus this morning.
6. They have to going to a meeting.
7. I like to eat chocolate every day.
8. We just dance for two hours.
9. I play...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- Rethinking transfer: Learning from CALL teacher education as consequential transition
-
...Park, CA: Sage.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.).
Thousand Oaks, CA: Sage.
Mishra, P., & Koehler, M. J. (2006). Technological ped...
by Chin-chi Chao
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...Park (Eds.), Understanding second language process (pp. 27–44).
Multilingual Matters. https://doi.org/10.21832/9781847690159-005
Long, M. H. (1981). Input, interaction and second language acquisit...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
-
...Park (Eds.), Advances and current trends in language teacher identity research (pp. 16–30).
Routledge.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...Park, M. (2022). A critical review of research on technological
pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted
Language Learning, 35(4), 948–971. https://doi.org/1...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
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Apache/2....
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
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