- Effects of digital game elements on engagement and vocabulary development
-
...ed. You need to find a red key and a blue key to unlock it.”), vocabulary tips (e.g.,
“The word ‘clog’ has a similar meaning to ‘block’.”), and performance feedback (e.g., “Well done! You
are super ...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...ked (see Figure 9), it is assumed that
Reading Comprehension will increase along with Origin, as learners are more likely to look up a word the
Frederick J. Poole, Matthew D. Coss, and Jody Clark...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Review of Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives
-
...ke in the different learning contexts in which they apply. As an
indication, throughout the book “learning” takes on several meanings, understood variously as behaviour,
skills, digital activity pat...
by Katerina Zourou
in Volume 18 Number 3, October 2014
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...ker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016; Freeman, Adams
Becker, Cummins, Davis, & Hall Giesinger, 2017; Adams Becker et al., 2018). Furthermore, mixing VR
with physical environments a...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Blog posts and traditional assignments by first- and second-language writers
-
...kers of Other Languages (TESOL). The texts included in the study were collected over three
years, from 38 consenting students: 11 high-proficiency L2 speakers (from countries in East and Southeast
A...
by Irina Elgort
in Volume 21 Number 2, June 2017
- University level second language readers’ online reading and comprehension strategies
-
...ked the term in Wikipedia and matched it with the
Chinese term (yun duan ke ji), he said, “Ah yun duan ke ji! I know this. This is like to store things in a
remote database….” He began to explain wh...
by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014
- “A better me”: Using acoustically modified learner voices as models
-
...ke prosodic
patterns (as shown in Figure 3). The naturalness of the modifications was then checked by the first author,
a native English speaker and experienced teacher of L2 pronunciation. The fina...
by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022
- Generalization of Computer Assisted Prosody Training: Quantitative and Qualitative Findings
-
...ken by each of three talkers.
We know that talker and stimulus variability contribute significantly to successful L2 speech training
(Lively et al., 1993); therefore, in a non computer-assisted approa...
by Debra M. Hardison
in Volume 08 Number 1, January 2004
- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...kens produced by a new talker, who was also
a female native speaker of the Tokyo dialect.7 Stimuli included sin gleton and geminate /s/, /t /, /k/ from
training, and /p/, which had not been presente...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Exploring the relationship between electronic literacy and heritage language maintenance
-
...ke the way I speak Korean has
changed a little. People could always tell that I became so much better in Korean now. Like in fluency and
like even understanding jokes, subtle jokes, I would see it a...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
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