- Asynchronous group review of EFL writing: Interactions and text revisions
-
...how how each pair of learners acted as an expert and a
novice, becoming reciprocal sources for each other.
Excerpt 1.
S2A: Sorry “For, they can’t be wholly adopted in all education fields; and more...
by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...However,
understanding the intricacies of English semantics, often compounded by the presence of homophones
and homographs, can be challenging for EFL learners (Alghamdi, 2021; Hussain & Sajid, 2015...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Children’s interaction and lexical acquisition
in text-based online chat
-
...hool in England. The NS children, all
of whom were girls, had been learning Spanish as a foreign language at school for two years, although their
linguistic competence was comparable to that of thei...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
-
...Lee and Tsai (2010), who
investigated elementary and high school teachers’ self-efficacy for TPACK in Taiwanese schools utilizing
surveys. However, Polly et al. (2010) highlighted the need for multi...
by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Twenty-five years of digital literacies in CALL
-
...How have digital literacies affected language learning? Scholarship on this topic has been extensive, and
interested readers should consult the many books (e.g., Barton & Lee, 2013; Carillo, 2019; Co...
by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Mobile english vocabulary learning based on concept-mapping strategy
-
...how their teachers how they
linked vocabulary together, a learning strategy not possible when learners have to simply memorize facts
in a linear method. There are several methods to constructing con...
by Pei-Lin Liu
in Volume 20 Number 3, October 2016
- Building the porous classroom: An expanded model for blended language learning
-
...hould they) what is happening in homes/hospitals and on
the streets.
It looks increasingly likely that the widespread switch to distance learning is not a one-time occurrence but
rather the new nor...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Tag clouds in the blogosphere: Electronic literacy and social networking
-
...hoto-sharing services.
Users of flickr are able to add their own tags to any photo. Users can also aggregate pictures into
photosets, create public or private groups, and easily add flickr-stored ph...
by Robert Godwin-Jones
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
-
...hools should be integrated with the
teaching of the other three basic language skills: listening, speaking, and reading. However, current
elementary-school English programs most emphasize listening ...
by Yu-Ju Lan, Yao-Ting Sung, Chia-Chun Cheng, Kuo-En Chang
in Volume 19 Number 2, June 2015
- Riding the digital wilds: Learner autonomy and informal language learning
-
...ousewife, who hated English in school, but who
became motivated to learn the language through a seemingly unrelated question from her husband:
14 Language Learning & Technology
One day in those d...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
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