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Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...yed Levelt's (1989) model of language production and concepts from working memory as a rationale for a hypothesized connection between synchronous computer-mediated communication (SCMC) and second l...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

ESL teacher training in 3D virtual worlds
...years and various non- credit courses for municipality and community organizations for about thirty years. Simone had taught ESL in Korea for six years to students of all ages from kindergarten to ad...

by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Effects of DDL technology on genre learning
...yes, Flower, Schriver, Stratman, & Carey, 1987). Knowledge-telling is characteristic of novice writers, who produce content based on their knowledge of the topic and move from one idea to the next w...

by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
...ye You, Hui-Chin Yeh, and Grace Yue Qi 20 Jao, C.-Y., Chen, C.-H., & Yeh, H.-C. (2024). Exploring the effects of cross-cultural collaborating on bilingual digital storytelling on student...

by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025

Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
...year old native Cantonese speakers in a Form 4 (10th grade) intermediate-level ESL class. Their American counterparts were 16- and 17-year-old native English speakers in an 11th grade elective World L...

by Roseanne Greenfield
in Volume 07 Number 1, January 2003

Can clicker use support learning in a dual-focused second language German course?
...year programs based on the teaching of other language competencies such as oral and writing skills. As previously stated, the participants to the present study were first-year students. Furthermore...

by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018

The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
...yed CIA (Granger & Tribble, 1998; Granger, Hung, & Petch-Tyson, 2002). Notably, the research team associated with the International Corpus of Learner English has suggested corpus-driven teaching mat...

by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008

Effects of virtual exchanges on learners’ affective and speaking outcomes
...year high school students were recruited. After excluding seven who missed any of the three 40-minute VE sessions, 73 students remained (n = 36 in TG, n = 37 in CG). Participants were 15-16 years ol...

by Kanako Tabuchi, Sho Kobayashi, Yuya Nakagawa, John Roberts
in Volume 30 Number 1, 2026

Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
...year participants had completed first-year College English; first-year participants were midway through the same sequence. The English Reading courses were credit-bearing, mandatory components of th...

by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL

Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
...yer & Moreno, 2003). Although vlogs can support listening comprehension (Aldukhayel, 2021a) and vocabulary learning (Arndt & Woore, 2018), several gaps remain. First, research rarely examines annot...

by Hui-Tzu Hsu
in Volume 30 Number 1, 2026