- Going to the MALL: Mobile Assisted Language Learning
-
...pan: The
Newsletter of the JALT-CALL Special Interest Group, 10(2), 16-22.
Dias, J. (2002, Summer/Fall). Cell phones in the classroom: Boon or bane? [Part 2]. C@lling Japan: The
Newsletter of the J...
by George M. Chinnery
in Volume 10 Number 1, January 2006
- You've got some GALL: Google-Assisted Language Learning
-
...pansion, prompting discussions over "How much more should it be
allowed to grab?" (Pearlstein, 2007), "Is Google too big?" (Spanbauer, 2007), and even "Is Google’s data
grinder dangerous?" (Keen, 20...
by George Chinnery
in Volume 12 Number 1, February 2008
- Video recording in ethnographic SLA research: Some issues of validity in data collection
-
...pants (see Grimshaw, 1982a).
Finally, ethnographic studies, which by definition study participants during naturally occurring events,
must avoid any manipulation of the participants in terms of what...
by Margaret DuFon
in Volume 06 Number 1, January 2002
- Reading and grammar learning through mobile phones
-
...pan, a majority of Japanese students surveyed by Thornton and Houser (2005) preferred to
receive learning materials on mobile phones rather than PCs.
Current pedagogical theory also shows a parallel...
by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Digital mindsets: Teachers’ technology use in personal life and teaching
-
...pants.
Table 1. Background Information about the Participants
Participant Age Subject Year levels Years of teaching experience
Lisa 53 EAL* 12 14
Jodie 31 Chinese language 3-4 6
Emma 48 EAL Pre...
by Ekaterina Tour
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
-
...panish speakers read the 288 words with a Spanish-
transferred pronunciation. The instructions provided for these participants in phase 4 included: "read it
with a marked Spanish accent," "read the l...
by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...pants as motivating and rewarding.
Participants in the Goh (2016), Lu et al. (2014), and Rosell-Aguillar and Kan (2015) studies enjoyed using
mobile devices for character learning because of some of...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Lag effects for foreign language vocabulary learning through Quizlet
-
...pants with no previous exposure to Spanish studied English-Spanish
vocabulary pairs to criterion through oral productive recall at ISI-1, ISI-7, or ISI-30 (n = 10 per condition).
The shorter interva...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Embodied interaction: Learning Chinese characters through body movements
-
...pants’
knowledge acquisition (Chinese character recognition and meaning identification) under two different
interaction modes (Kinect vs. mouse).
Participants
Sixty-eight adult participants were ...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age
-
...pants.
The preceding discussion has attempted to sketch a framework of electronic literacy that includes, but
goes beyond, the limitations and contradictions of hypertext and hypermedia models. It h...
by Cameron Richards
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.