- Topic management in L2 task-based written interactions
-
...and 11 constitute
sequence expansion, and, thereby, Yui’s post 1 (“Success!”) and Ami’s posts 14 and 15 (“success...” and
“it’s very difficult”) construct a base sequence. More importantly, however,...
by Makoto Abe
in Volume 27 Number 1, 2023
- Exploring relationships between automated and human evaluations of L2 texts
-
...and its
application in discourse analysis, academic language and learning, L2 teaching, and technology-based
language learning.
E-mail: iwijeyew@une.edu.au
by Joshua Matthews, Ingrid Wijeyewardene
in Volume 22 Number 3, October 2018
- Multimodal glosses enhance learning of Arabic vocabulary
-
...and suffixes to nouns and verbs. The
Arabic verb system inflects for phi-features (gender, person, and number) and tense (or time), while the
Arabic noun system inflects for gender and number.
To c...
by Juman Al Bukhari, John A. Dewey
in Volume 27 Number 1, 2023
- Using immersive virtual reality for the assessment of intercultural conflict mediation
-
...and and tried to facilitate mutual understanding between Andrew and Mika.
Excerpt 5
Participant #10, post-test
So Andrew, I know that it seems like there’s a lot being put on you and that the grou...
by Naoko Taguchi
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Charting Thai university students' group translation on Google Docs through DocuViz
-
...ands in
the world. Nang Yuan Island consists of 3 small
islands. They connect with clean beach and sparkling
blue sea and become three private bays.
Around the islands also have coral reefs and
...
by Nakhon Kitjaroonchai, Daron Benjamin Loo, Tantip Kitjaroonchai
in Volume 27 Number 1, 2023
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...andings, which underlie the expanding interest of
language educators and researchers in multimodality, and underpin shifts in our thinking about
discourse, texts, and language pedagogies, are being ...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...and editing. Those developments are having
a profound effect in education generally and, as we will explore in this column, on language learning and
teaching as well. Tools for automatic writing eva...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...ANDO")
Variables: CANDO1, CANDO2, CANDO3, CANDO4, CANDO5,
CANDO6, CANDO7, CANDO8, CANDO9
0.8067
Variables: CANDO1, CANDO2, CANDO3, CANDO4, CANDO6,
CANDO7, CANDO8, CANDO9 (Remove CANDO5)
0.8177
2. Self...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- My first CMC article revisited: A window on Spanish L2 interlanguage
-
...and language learning: Integrating theory and
practice (pp. 9–34). Clevedon, UK: Multilingual Matters.
Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning, 61(S1...
by Robert Blake
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- 20 years of technology and language assessment in Language Learning & Technology
-
...learning. The measuring progress, formative feedback, and
social aspects of game-based learning are directly applicable to task-based language learning. The
relationship between assessment and learn...
by Carol A. Chapelle, Erik Voss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
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