- Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development
-
...less than 1h a day (17%), 1–2h a day (17%), 2–3h a day (17%), 3–4h a day
(22%), 4–5h a day (11%), and 5–6h a day (17%). The percentages of ELs’ daily computer use at home were
less than 1h a day (6%...
by Yan Chen, Hayley J. Mayall, Thomas J. Smith, Cindy S. York
in Volume 27 Number 1, 2023
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...less
attention has been paid to the impact of different ways of implementing gamification on students’ learning
and engagement. In this study, we performed a quasi-experiment on the competitive, coo...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Integrating corpus consultation in language studies
-
...Languages or the BA in Applied Languages with Computing in which it is a core module; some
take it as an optional module on the BA in Languages and Cultural Studies; others are exchange students,
mo...
by Angela Chambers
in Volume 09 Number 2, May 2005
- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...taught by the
researcher and were part of the experimental group, while the remaining two classes were taught by
different instructors and were part of the control group. Those in the experimental g...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...less time on higher-level ones (Weigle, 2005) and produce lower-quality texts (Schoonen et
al., 2009). Further, because L2 students’ reading processes are less automatic than for L1 students, phases ...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...less useful than the corrective feedback
at the linguistic level, and they preferred to seek help from the teachers when it came to problems related
to organization, writing strategies, and content ...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Data-driven learning of academic lexical bundles below the C1 level
-
...commonly referred to as data-driven learning (DDL). In the last decade, studies
such as those by Boulton (2008a, 2009, 2010), Chujo et al. (2012), Vyatkina (2016), and Brown (2017),
among others, ha...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Power within blended language learning programs in Japan
-
...taught by Japanese teachers that
emphasized reading, translation, and listening, and (b) a ‘B’ curriculum of EFL taught by first language
English teachers that emphasized oral communication. In the ...
by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...taught to write text types
such as stories and letters. In Secondary 3 (Grade 9), through direct instruction, the participants were
taught the basic organization of an argumentative writing, includi...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Tablets for informal language learning: Student usage and attitudes
-
...less active thus less willing to express themselves
in English. The long-term effect of tablet assisted language learning is also an issue that the present study
did not investigate but one which is w...
by Xiao-Bin Chen
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
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