- Twenty-five years of digital literacies in CALL
-
...hey are further fluid in the sense
that they may appear differently as they are displayed on different digital devices. This is important in the
classroom, because students and teachers may think th...
by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Benefits of visual feedback on segmental production in the L2 classroom
-
...he same point in the course, for the pre-test and the three activities. They never received any
feedback on their recordings, and did not participate in the VFP. With the exception of the VFP for the...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Guest editor commentary
-
...he contributions to this issue also address these themes. We take the second theme first, considering the
out-of-class, digital practices of language learners before discussing the possible role of s...
by Christoph A. Hafner, Alice Chik, Rodney H. Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Russian Language Instructional Sites on the Web
-
...he receptive skills (after they make their way past the links leading through the great
Cyberian graveyard dotted with the tombstones of projects from the halcyon days of the 1990s when
technologist...
by Richard Robin
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Review of Technology-Mediated Learning Environments for Young English Learners
-
...he needs of the language learner—essentially requiring the educator to find ways for the
technology to fit the needs of the learner, rather than asking the learner to fit the specified use of the
te...
by Brenna Rivas
in Volume 16 Number 1, February 2012
- Comprehending news videotexts: The influence of the visual content
-
...he head teacher
Azusa: eh eh how did you know she’s the head teacher
Yoko: the subtitles subtitles
Azusa: [ah you saw the subtitles I didn’t see that point
Yoko: and ah this is the head teach...
by Jeremy Cross
in Volume 15 Number 2, June 2011
- Concerns with Computerized Adaptive Oral Proficiency Assessment
-
...he circumstances and
purposes associated with the intended uses for the test itself.
The obvious purpose for the COPI is to provide another means whereby the speaking proficiencies of
foreign language...
by John Norris
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Review of Online intercultural exchange: Policy, pedagogy, practice
-
...he future
of OIE (Part V).
Part I includes two chapters co-authored by the editors of the book, Lewis and O’Dowd. The first chapter
gives a brief explanation of OIE and the organization of the book...
by Han Luo, Min Gui
in Volume 22 Number 1, February 2018
- Review of The Power of CALL
-
...he
history of computers in the classroom, outlines the advantages of technology, and provides the theoretical
foundation for the rest of the book. Part 2, Technology, examines three important CALL t...
by Charles Kisner
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Invited commentary: Vocabulary
-
...hem? The bundles identified in the
Chen and Baker study are extremely useful to the extent that they shed light on differences that merit
further exploration, but the ease with which the average tea...
by Ron Martinez, Norbert Schmitt
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
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