- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Teaching German modal particles: A corpus-based approach
-
...languages and have been analysed in great detail for the English
language by Schiffrin (1987). Particles of the modal particle type are prevalent in West-Germanic
languages: Dutch, Frisian, and German...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
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