- Preservice english teachers acquiring literacy practices through technology tools
-
...taught by Beach and an instructional technology course taught by Doering in the Fall Semester,
2000 at the University of Minnesota. Preservice teachers (hereafter "teachers") in the composition
method...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- An experimental study of corrective feedback during video-conferencing
-
...commonly involve group
interactions; therefore, feedback delivery is usually not intensive, since not all non-target like utterances
are corrected by the researcher or teacher. In laboratory-based s...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...commonly referred to as CALL. Even though the field is still young, many language
educators are endorsing its use as an essential component in language teaching. Embracing the use
of computers seems t...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...less satisfaction than those with weak
computer skills.
INTRODUCTION
Over the past two decades, computers have become common instructional tools in the ESL classroom.
Today, collaborative, multination...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- The effects of captioning videos used for foreign language listening activities
-
...less-commonly taught languages with non-Latin scripts. Notably absent were studies on
the captioning and the acquisition of Arabic, Chinese, and Russian. This is important because we do not
know if ...
by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010
- Child-to-child interaction and corrective feedback in a computer mediated L2 class
-
...lessons whose overriding focus is on meaning or
communication" (p. 46). The support for focus-on-form is based largely on three different claims about
SLA. First, L2 learners acquire new linguistic ...
by Frank Morris
in Volume 09 Number 1, January 2005
- “I Am What I Am”: Multilingual identity and digital translanguaging
-
...languages; that is, it tends to view multilingual writers as
deliberately switching between languages in order to communicate with different audiences or display
aspects of their identities. For exa...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Research on text comprehension in multimedia environments
-
...less mental effort in comprehending materials on television than they invest in materials in print, and
perceive materials presented on television as shallower and less variable than materials presen...
by Dorothy M. Chun, Jan L. Plass
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...commonly accepted that, for many
EFL students, writing is a challenging skill to learn (Soltanpour & Valizadeh, 2018). In a typical writing
classroom, EFL students usually struggle to write effectiv...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education
-
...less strategies aimed at coercing teachers to use the innovation explain limited use of the
new technologies" (1986, p. 56). Teachers' attitudes and philosophies toward teaching and technology,
regard...
by Joy Egbert, Trena M. Paulus, Yoko Nakamichi
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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