- Speech-to-text applications’ accuracy in English language learners’ speech transcription
-
...Kang & Ginther, 2017, p. 139).
Today, the digital marketplace offers a myriad of speech recognition tools to choose from. However, these
platforms differ in their purpose, functionality, and accura...
by Akiyo Hirai, Angelina Kovalyova
in Volume 28 Number 1, 2024
- Enhancing multimodal literacy using augmented reality
-
...kang University
Abstract
Augmented reality (AR) technology has been used to successfully improve traditional literacy. However,
there has been a paradigm shift in literacy education from traditiona...
by Hui-Chin Yeh, Sheng-Shiang Tseng
in Volume 24 Number 1, February 2020
- Individual versus interactive task-based performance through voice-based computer-mediated communication
-
...Kang, & Sauro, 2006)
to a voice-based computer-mediated environment and investigated whether individual or
interactive task performance conditions affect language development differently. This is a ...
by Gisela Granena
in Volume 20 Number 3, October 2016
- Exploring multimodality in technology-mediated collaborative writing: An activity theory
-
...Kang (2020) revealed a primary focus on content development, followed by language-related topics
during task in a larger study, while Kim et al. (2022) showed examples of how L2 learners focus their ...
by Annita Stell
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
-
...Kang and Han’s (2015) recent
meta-analysis of experimental studies concluded that WCF—provided by a teacher—“does have a
substantive effect on L2 written accuracy” (p. 10) in immediate post-tests, w...
by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021
- A mixed-methods study of feedback modes in EFL writing
-
...Kang & Han, 2015). The feedback itself was considered indirect as it provided
no correct answers, but involved the provision of “metalinguistic information” (Godwin-Jones, 2018, p.
7). The indirect ...
by Arif Bakla
in Volume 24 Number 1, February 2020
- Quantity and diversity of informal digital learning of English
-
...Kang, 2014; Yang & Kim, 2011) have reported that overseas experiences could
significantly influence Korean English learners’ L2 state of anxiety and English abilities. Therefore, the
present study o...
by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Kang, S., Nam, Y., & Skalicky, S. (2022). Peer interaction, writing proficiency, and the quality
of collaborative digital multimodal composing task: Comparing guided and unguided planning.
System, 1...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...Kang, 1996).
Why use ACMC?
The fact that many educators see CMC as a valuable type of educational technology is partly due to
certain inherent features of the medium, which affect and shape partici...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Item-level learning analytics: Ensuring quality in an online French course
-
...Kang, 2014), students’ views of first language use (Rolin-Ianziti & Varshney, 2008),
and teacher education (Downing & Dyment, 2013). Linked to exploratory practice, exploratory research
allows instr...
by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
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