- Learner Autonomy in a Task-Based 3D World and Production
-
...Chapelle, and Thompson’s (1993) learners neglected to use a
component of an English grammar program that would aid with problematic answers. Pujolà (2002)
found that learners seldom explored strateg...
by Karina Collentine
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Learning to identify and actualize affordances in a new tool
-
...Chapelle, 2006).
Two frequently cited frameworks for CALL teacher development identify that the skills and
understandings that language teachers need in order to use technologies appropriately in th...
by Karen Haines
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- L2 pragmatics and CALL
-
...Chapelle & S. Sauro (Eds.), The handbook of technology and second language
teaching and learning (First edition, pp. 119–133). John Wiley & Sons.
Sykes, J. M., & Dubreil, S. (2019). Pragmatics learn...
by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Bridging the communication divide: CMC and deaf individuals’ literacy skills
-
...Chapelle, 1994; Chun,
1994; Kelm, 1992; Kern, 1995; Warschauer, 1996). This increase in quantity and quality uses of the target
language enabled by participation in synchronous CMC has been proposed...
by Carrie Lou Garberoglio, Duncan Dickson, Stephanie Cawthon, Mark Bond
in Volume 19 Number 2, June 2015
- How do learners use a CALL environment? An eye-tracking study
-
...Chapelle, 2009, p. 750).
Nonetheless, studies on the use of a CALL / multimodal environment actually developed for autonomous
L2 learning outside the classroom are scarce. One exception is the stu...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...Chapelle (2001) provides a comprehensive overview of the connections between SLA and computer-
supported learning.
There are two broad paradigms which have been quite influential in SLA (Lamy & Hampe...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
-
...Chapelle and Hegelheimer
(2004) suggested that a teacher should implement role-play to provide learners with opportunities to use a
language. Concerning teacher intervention in role-play, Ho, Rappa,...
by Airong Wang
in Volume 19 Number 2, June 2015
- Technology-enhanced L2 instructional pragmatics
-
...Chapelle (Eds.), Handbook of technology and second language teaching
and learning (pp. 119–133). New York: Wiley.
Sykes, J. (2018). Interlanguage pragmatics, curricular innovation, and digital techn...
by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Investigating the influence of video-dubbing tasks on EFL learning
-
...Chapelle, 2003), L2 scholars have begun to integrate technology with TBLT by developing
and examining the utility of tasks mediated by computer and/or Internet technology in the past two decades.
Su...
by Heng-Tsung Danny Huang
in Volume 26 Number 1, 2022
- Impact of mobile virtual reality on EFL learners’ listening comprehension
-
...Chapelle’s (2001) seven criteria for adopting CALL tools. It can fulfill
learners’ interests and needs (learner fit); its use is authentic and can be applied to other contexts
(authenticity); it can...
by Tzu-Yu Tai
in Volume 26 Number 1, 2022
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