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Showing 181 - 190 results of 378 for Game-based Learning and Teaching

Online informal language learning: Insights from a Korean learning community
...Learning discussions were generated within the community and primarily involved English-language discussions of study tips, learning experiences, and motivations for learning. The least frequent sub...

by Daniel R. Isbell
in Volume 22 Number 3, October 2018

Willingness to communicate and oral communicative performance through asynchronous video discussions
...andards and the course learning goals. The task design employed a three-stage process which describes the (a) language learning outcomes, (b) assessment evidence, and (c) learning plan. First, the d...

by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023

Review of Second Language Teaching and Learning in the Net Generation
...and their use in language teaching and learning. The authors of Chapter 7, Bird-Soto and Rengel, provide examples from their own experience of the challenges and learning curves they had to master a...

by Ulugbek Nurmukhamedov
in Volume 14 Number 1, February 2010

Call for papers for a special issue on Emotional CALL
...and professional spheres of people’s lives. They are also part and parcel of the L2 classroom (both traditional and virtual) where the learning and teaching of a second/foreign language (L2) take pl...

by Mariusz Kruk, Mirosław Pawlak
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Playing the videotext: A media literacy perspective on video-mediated l2 listening
...and to be able to replay the same thing over and over again until you understand it. (Sandra) Well, like I said, I just sort of listen to it once and then just go back and replay things and pause esp...

by Paul Gruba
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Review of Language Learning with Digital Video
...and software) and includes many hands-on tasks that acquaint both teachers and students with digital video production. Goldstein and Driver provide a variety of tips in this arena, which include usi...

by Zachary Miller, Jeffrey Maloney
in Volume 20 Number 1, February 2016

Review of World Link Intro: Student Book and Video Course
...and WLT) are divided into twelve units covering the same topics, beginning with lessons on Greetings and Introductions and Countries and Nationalities, concluding with Jobs and Ambitions, and Ruth M...

by Ruth Mendel
in Volume 10 Number 3, September 2006

Impact of mobile virtual reality on EFL learners’ listening comprehension
...and how does it support learning? In A. Zhang & D. Cristol (Eds.), Handbook of mobile teaching and learning. Springer. Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Langua...

by Tzu-Yu Tai
in Volume 26 Number 1, 2022

Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
...learning will take place” (p. 3). The two essential and 4 Language Learning & Technology complementary types of vocabulary learning—incidental vocabulary learning and intentional vocabulary l...

by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022

Identity Practices of Multilingual Writers in Social Networking Spaces
...and and interpret the symbolic value and meaning of different symbolic forms, and negotiate appropriate subject positions and identities between languages and discourses, local and global (Kramsch, ...

by Hsin-I Chen
in Volume 17 Number 2, June 2013