- Reading and grammar learning through mobile phones
-
...speech recognition
technology, touch screens, and styluses. Since the emergence of smart phones in 2007, more and more
functions specific to PCs and other hand-held devices have been integrated with...
by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Integrating semiotic resources in CALL activity designs
-
...recognition of such concepts, the aim of the present study is to explore the integration of semiotic
resources, defined as artifacts and materials used for communicative purposes, in the design and t...
by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
-
...speech, and prepare short statements that were then used as the basis for a class
“documentary” on the topic, in which the students, as “members” of the stolen generation,
responded to the apology s...
by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Vocabulary learning in an automated graded reading program
-
...recognition of surrounding words and
sensitive use of reading strategies (Huckin & Coady, 1999). Laufer (1989) observed that learners whose
vocabulary size enabled them to cover 95% of the words in ...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
-
...recognition of form-meaning. Although the researchers asserted that DGBVL could enhance
the acquisition of receptive, productive, recognition, and recall knowledge of orthography, meaning, and
assoc...
by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024
- The effects of virtual exchanges on oral skills and motivation
-
...speech rate measured by
pruned speech syllables per minute), overall grades for each unit (combining oral and written,
comprehension, and production scores), oral and written comprehension test scor...
by Laia Canals
in Volume 24 Number 3, October 2020
- Using Native Speakers in Chat
-
...speech acts, discourse markers, and feedback
tokens. Gastaldi (2002) even argues that Italian NS chat discourse is "italiano parlato digitato" (typed
spoken Italian) and Beauvois (1992) describes chat...
by Vincenza Tudini
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education
-
...recognition for integrating computers (Grau 1996; Strudler, McKinney, & Jones, 1999); a clash between
new technologies at universities and older ones in schools; lack of leadership (Smerdon et al., 20...
by Joy Egbert, Trena M. Paulus, Yoko Nakamichi
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Global reach and local practice: The promise of MOOCs
-
...Speech
are also offered, with Elementary Spanish under development. The language offerings from OLI make
use of Cognitive Tutors, which require AI programming, and also incorporate simpler, example-...
by Robert Godwin-Jones
in Volume 18 Number 3, October 2014
- Expanding academic vocabulary with an interactive on-line database
-
...recognition. The sound feature, which allowed students to hear the entered words and
collocations, offered learners the opportunity to process the information in another modality. At the same
site, ...
by Marlise Horst, Tom Cobb, Ioana Nicolae
in Volume 09 Number 2, May 2005
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