- Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
-
...Yet she had
pattern-hunted with evident satisfaction in class at the start of the apprenticeship, as she recalled when
prompted: “Ah yes that was… pretty good: putting in the word… and seeing what c...
by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010
- Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
-
...year-old boys and girls) with
no English learning experience were randomly assigned to the RALL (19 students) and non-RALL (19
students) groups. In the RALL group, a humanoid robot was used as an as...
by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Learner Autonomy in a Task-Based 3D World and Production
-
...yed their avatar’s communicative features. Yet, Peterson’s (2006)
questionnaire revealed that, while most learners employed waving, few used other communicative
features because the rapid exchanges ...
by Karina Collentine
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Bronies learning English in the digital wild
-
...yed in open profiles. Table 1 shows information about the Spanish-speaking participants in the study.
Table 1. Participants From the Spanish-Speaking Brony Online Community
Name Age Occupation Inter...
by Liudmila Shafirova, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Technology-mediated task-based language teaching: A qualitative research synthesis
-
...years, researchers have begun to explore the possibility of synthesizing research on task-
based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing
...
by Sin Wang Chong, Hayo Reinders
in Volume 24 Number 3, October 2020
- Collaborative writing among second language learners in academic web-based projects
-
...yet understood. Yet with technologies that allow many-to-many simultaneous or near simultaneous
writing, greater accountability for participation in the writing process, and improved document sharing...
by Greg Kessler, Dawn Bikowski, Jordan Boggs
in Volume 16 Number 1, February 2012
- Digital texts for learning Finnish: Shared resources and emerging practices
-
...years. The proficiency levels of the
students were also affected by how long they had previously studied Finnish and how many Finnishspeaking contacts they had. The major subjects of the students vari...
by Juha Jalkanen, Heidi Vaarala
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...yen et al., 2016). Even
though it requires a considerable amount of time on the part of students (Poorman, 2002), this kind of
flipped model can allow students to create learning materials and devel...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...yeah . . . “Oh, yeah . . . “What? I don’t
fine. Have fun with think so.”
your family?” I guess so.” I guess so.”
(annoyed)
(big smile) (no smile, (no smile,
confused) confused)
Measures
P...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...years has centered on five themes: technology-enhanced
orthographic awareness development, technology-enhanced character recognition, technology-enhanced
character production, learners’ perceptions ...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
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