- Smartphones and language learning
-
...speech
recognition, we are seeing its use in enabling pronunciation practice, as in Liakin, Cardoso, and Liakina
(2015). The audio and video recording capabilities make smartphones ideal tools for u...
by Robert Godwin-Jones
in Volume 21 Number 2, June 2017
- Using immersive virtual reality for the assessment of intercultural conflict mediation
-
...speech was video-recorded and transcribed verbally. We evaluated the speech using a rubric
which reflects Van Oudenhoven and Van der Zee’s (2000) five dimensions of intercultural success (Table
2). ...
by Naoko Taguchi
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Interactive and Multimedia Techniques in Online Language Lessons: A Sampler
-
...recognition of the forms presented.
A very different use of the computer is apparent in the Viva Voce Roman Poetry site by Vojin
Nedeljkovic.
http://dekart.f.bg.ac.yu/~vnedeljk/VV/
Multimedia features...
by Jean W. LeLoup, Robert Ponterio
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Culture, culture learning and new technologies: Towards a pedagogical framework
-
...speech’. Such sharing comprises knowledge of at least
one form of speech and knowledge of its patterns of use. (p. 51)
Hymes’ concept of speech community sets out a central role for speech—in the wa...
by Mike Levy
in Volume 11 Number 2, June 2007
- Multilevel language tests: Walking into the land of the unexplored
-
...recognition, but as one of the latest additions to the list of exams for accreditation of English language
proficiency.
Test takers receive numerical scores from 0 to 50 both for the grammar and ...
by Jesus García Laborda, Miguel Fernández Álvarez
in Volume 25 Number 2, June 2021
- Tandem language learning through a cross-cultural Keypal project
-
...speech (input) to
output: (a) apperceived (or noticed) input, (b) comprehended input, (c) intake, (d) integration, and (e)
output. It should be noted that comprehended input (learners’ understanding...
by Kaori Kabata, Yasuyo Edasawa
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Riding the digital wilds: Learner autonomy and informal language learning
-
...recognition that learner
autonomy is not a simple construct. Rather, it is influenced by a large array of factors, including learner
beliefs, motivation, external guidance, the learner’s sense of se...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
-
...speech (Cárdenas-
Claros & Campos-Ibaceta, 2018). Audio control bars may compensate for variation in speaker accents,
pitch range, and speech rate. Interaction with culture/technology notes may enabl...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...speech synthesizers, automatic speech recognition, intelligent personal assistants) on L2
learning.
E-mail: walcir.cardoso@concordia.ca
ORCiD: https://orcid.org/0000-0001-6376-185X
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
-
...speech community. Cherny
argues that ElseMOO could be studied as a speech community by virtue of the interactional rituals and
routines that recur regularly in this electronic environment (such as gre...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
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