- Effects of mobile-assisted language learning on foreign language learners’ speaking skill development
-
...feedback (g = 0.528, 95% CI [0.313, 0.743]), Q = 9.298, p = 0.054,
and task-based approach (g = 0.434, 95% CI [0.019, 0.848]), Q = 10.864, p = 0.054. No significant
difference between peer feedback ...
by Rui Li
in Volume 28 Number 1, 2024
- Review of Technology in Interlanguage Pragmatics Research and Teaching
-
...feedback (Chapter 7),
assessment (Chapter 8), learning (Chapter 9) and analysis (Chapter 10) of pragmatic features. In Chapter
7, Christopher Holden and Julie Sykes investigate four types of feedbac...
by Feng Xiao
in Volume 18 Number 1, February 2014
- Does CALL Have an English Problem?
-
...feedback made available to learners using writing software, and teachers
of languages other than English questioning the relevance of CALL for their local context.
CALL journals both represent and s...
by Shannon Sauro
in Volume 20 Number 3, October 2016
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...feedback from the interlocutor is readily available in interaction, which may prompt
negotiation of meaning or instances when learners “seek clarification, confirmation, and repetition of L2
utteran...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
- Russian Language Instructional Sites on the Web
-
...feedback, ease of use, and, where applicable, audibility. On all of the sites reviewed, successful
feedback is programmed mostly through Javascripts. The more sophisticated RusNet site uses
php. The...
by Richard Robin
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- A conversation with Andrew Lian at Asia CALL
-
...feedback. Feedback, yeah. And, and the access to resources to help people as they have moment to moment problems in their learning. So, you know, you say to people here's a project go and do this and ...
in Language Learning & Technology Media
- Review of Digital language learning and teaching: Research, theory, and practice
-
...feedback types using the instructors’
background information and students’ levels of proficiency (i.e., high- and low-level) as moderating
variables. Overall, the feedback, be it text-based or audio...
by Ayşe Merzifonluoğlu, Talip Gonulal
in Volume 22 Number 1, February 2018
- Review of Real English
-
...feedback is provided for these exercises, and is expressed
in a variety of ways (e.g., "No way," "That's very good this time"). While such feedback is
potentially useful, this reviewer found some of t...
by Tomoaki Tatsumi
in Volume 05 Number 1, January 2001
- Review of Hot Potatoes
-
...feedback set up in advance by the teacher. Hot Potatoes also
allows the teacher to specify an email address to which scores are sent. Although no knowledge of Web
design is necessary to create the Web...
by Stewart Arneil, Martin Holmes, David MacGregor
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- The potential advantages of using an LLM-based chatbot for automated writing evaluation for English teaching practitioners
-
...feedback on EFL students’ writing and compared it with human raters’ feedback.
The general finding is that ChatGPT—although it may not provide feedback on par with human raters on
some analytic crit...
by Kyungmin Kim, Jang Ho Lee, Dongkwang Shin
in Volume 29 Number 1, 2025
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