- Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
-
...Tang &
Hew, 2017) on computer assisted language learning has confirmed the positive impact of social media’s
interactive features on the language performance of students. In the context of e-portfol...
by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022
- Turnitin and peer review in ESL academic writing classrooms
-
...Tang & Tithecott, 1999; Tsui & Ng, 2000; Wang, 2014).
Furthermore, due to cultural differences and possibly a lack of L2 rhetorical schemata, many L2 students
may have inconsistent or inaccurate exp...
by Jinrong Li, Mimi Li
in Volume 22 Number 1, February 2018
- Blogging to learn: Becoming EFL academic writers through collaborative dialogues
-
...Tang & Tithecott, 1999). Through the lens of
collaborative dialogue, blogs can be regarded as learning sites that nurture such collaborative interaction
and scaffold learning. Since the conversation...
by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012
- Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
-
...Tang &
Liu, 2018; Zhang & Cheng, 2021). Particularly with MT, which does not offer one-on-one feedback on
errors as the teacher does, low-level and less confident students often struggle to figure o...
by Sangmin-Michelle Lee, Nayeon Kang
in Volume 28 Number 1, 2024
- Announcements and news from our sponsors
-
...Tang
Dr. Joshua Thoms
Prof. Ron Thomson
Dr. Constanza Tolosa
Dr. Sheng-Shiang Tseng
Prof. Vincenza Tudini
Dr. Per Urlaub
Miss Katia Vanderbilt
Dr. Robert Vanderplank
Dr. Erik Voss
Dr. Nina V...
in Volume 24 Number 1, February 2020
- Investigating learner autonomy and vocabulary learning efficiency with MALL
-
...Tang (2017) comparing the effectiveness of DFs and PFs found a non-significant difference between
the two methods, the study results are questionable from a number of perspectives: small sample sizes...
by Nigel P. Daly
in Volume 26 Number 1, 2022
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...Tang, Sung, and Chang (2016) explored how a CFL community was formed and the
transformation in the role of the participants from being peripheral to central practitioners along the
interaction proce...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...Tang, Sung, & Chang, 2016).
Grant developed a Chinese island in SL aimed at providing CFL learners with task-based opportunities to
use what they had learned in Chinese classes (Henderson et al., 20...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...Tang, 2025). However, AI performance is optimized for high-resource
languages, especially for English, and is much lower for low-resource languages, which constitute the
https://vcu.edu/
https://hd...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- The Effects of Online Feedback Training on Students’ Text Revision
-
...Tang & Tithecott,
1999). Furthermore, students may provide or receive invalid or incorrect feedback without feedback
training, leading them to reject peer feedback no matter how many times their pee...
by Yu-Fen Yang, Wen-Ting Meng
in Volume 17 Number 2, June 2013
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