- Supporting Synchronous Distance Language Learning with Desktop Videoconferencing
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...liness,
2. audio and video quality,
3. other features of pedagogical value,
4. reliability, and
5. cost.
(1) User Friendliness
The main concerns in this criterion are the ease of installing a videocon...
by Yuping Wang
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
-
...lish Free Online: https://www.learnenglish.de/
30 Language Learning & Technology
LearnEnglish Teens-British Council: https://learnenglishteens.britishcouncil.org/
Liveworksheets: https://es.l...
by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024
- Review of The Internet and the Language Classroom: A Practical Guide for Teachers
-
...lizing information on
the World Wide Web. This section is indispensable for the techno-novice, as it walks the learner through
these applications step by step. One of the more appealing, and unique, e...
by Gillian Lord
in Volume 08 Number 2, May 2004
- Big data in language education and research
-
...lity in an online French course,” written by
Youngs, reports on the development of a visualization tool aimed at using learning analytics to help the
instructor make informed decisions about student...
by Hayo Reinders, Yu-Ju Lan
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- L1 for social presence in videoconferencing: A social semiotic account
-
...Line 1 Ali I don’t like, yani ((laughter, 4.0))
I don’t like, I mean
Line 2 Ali I don't interested (1.0)
Line 3 Ali I don’t (Fig. 20) ay iğrenç oldu
I don’t (Fig. 20) ah, it sucks
(Fig. 20)
...
by Müge Satar
in Volume 24 Number 1, February 2020
- Data-driven learning of academic lexical bundles below the C1 level
-
...livered in
Keith J. Lay & Mehmet A. Yavuz 181
English, while the foundation programme participants were studying English in 25 separate 50-minute
lessons each week. The usual form of English inst...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Mobile apps for language learning
-
...limited features and
expandability. All did allow, however, apps to be loaded onto devices, but they were few in number and
limited in functionality. Web browsing was constrained and slow; Web navig...
by Robert Godwin-Jones
in Volume 15 Number 2, June 2011
- Learning Chinese idioms through iPads
-
...lish is these learners’ main language of schooling and socialization outside of home. Heritage learners
may have very good listening and speaking skills, yet their speech may be constrained in both v...
by Chunsheng Yang, Ying Xie
in Volume 17 Number 2, June 2013
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
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...lism: Implications for applied linguistics
pedagogies and research. Applied Linguistics, 40(6), 937–956. https://doi.org/10.1093/applin/amy046
Van Leeuwen, T. (2005). Introducing social semiotics. P...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Review of The handbook of technology and second language teaching and learning
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...ling with
virtual worlds and gaming for language learning. In Chapter 13, Sadler focuses on the application of games
and software such as Second Life, OpenSim, Active Worlds, and Club Penguin in L2 ...
by Hong Diao
in Volume 22 Number 3, October 2018
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