- Fostering foreign language learning through technology-enhanced intercultural projects
-
...strong positive attitudes
towards technology-enhanced intercultural language learning (TEILI), which enabled the
learners to experience authentic language learning that fostered linguistic competenc...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- Supporting in-service language educators in learning to telecollaborate
-
...strong that they have remained in a fixed place. For instance, I worked this year with a group of
university students, who had to interact with another group of secondary school students. Both the
u...
by Robert O'Dowd
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- “I Am What I Am”: Multilingual identity and digital translanguaging
-
...strong connections to multiple nations, suggests that global identities
are “forged, developed, shaped, and sustained within digital communication networks,” and that such
identities are created “us...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Wikipedia writing as praxis: Computer-mediated socialization of second-language writers
-
...strong purpose activity” (p. 45), and this strong sense of purpose arises from the distinctive affordances
of Wikipedia’s modes of belonging. It is a sense of belonging to both a community of the ima...
by Brian W. King
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Sharing a multimodal corpus to study webcam-mediated language teaching
-
...strong influence on the interpretation of the data,
which can eventually be detrimental to the proposed analyses. I argue that there can be real benefits from
gathering insiders (researchers who wer...
by Nicolas Guichon
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Commentary: Response to mcquillan and krashen (2008)
-
...strong ESL readers find small amounts of unsimplified text
fairly hard going, particularly if the text type is expository rather than narrative. I myself after decades of
working in and around Frenc...
by Tom Cobb
in Volume 12 Number 1, February 2008
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...stronger interconnections among orthography, phonology, and semantics (Perfetti et al., 2005). Studies on
character recognition, therefore, have primarily explored how technology enhances the establi...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- How do learners use a CALL environment? An eye-tracking study
-
...strongly assumed that this type of test gives a good estimate of learners’ proficiency level in the L2
(Laufer et al., 2004).
Figure 1
Examples of Vocabulary Size Test Items
NedBox
NedBox, the...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...strong interest among researchers and practitioners who
wish to explore the potential of game-based language instruction (Reinhardt, 2019; Sykes & Reinhardt,
2012). Research on educational games has...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- Towards an instructional programme for L2 vocabulary: Can a story help?
-
...strong cue for recall of associated stimuli (Paivio, 1969; Omaggio,
1979), both in a multimedia setting (Chun & Plass, 1996; Kost, Foss, & Lenzini, 1999; Jones & Plass,
2002; Jones, 2004; Yoshii, 20...
by Peter Prince
in Volume 16 Number 3, October 2012
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.