- Ojibwe language revitalization, multimedia technology, and family language learning
-
...speech
+/…
interruption (self or other)
@
laughter
::
elongated sound
“”
reported speech
‘’
stated translation
[[ ]]
translation
(( ))
transcriber’s comment
Italics
Ojibwe
Language Le...
by Mary Hermes, Kendall A. King
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Building the porous classroom: An expanded model for blended language learning
-
...recognition that socio-economic issues
should play a role as well. Another approach could be to expand the notion of “linguistic landscapes”
(Gorter, 2006) to include not only public multilingualis...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Triadic scaffolds: Tools for teaching english language learners with computers
-
...recognition that mastering language use is first and foremost a social process that involves humans
relating to one another in effective and productive ways has taken precedence over older notions of...
by Carla Meskill
in Volume 09 Number 1, January 2005
- Computer-mediated corrective feedback and the development of L2 grammar
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...speech). Despite a
Language Learning & Technology 98
Shannon Sauro Corrective Feedback and the Development of L2 Grammar
higher level of form awareness reported by participants in the enhanced con...
by Shannon Sauro
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Can software support children's vocabulary development?
-
...speech.
3. The Living Word Book (Dale & O'Rourke, 1981), a word difficulty measure which
classifies 44,000 words according to grade level (4-12). This resource proved
particularly valuable for examini...
by Julie Wood
in Volume 05 Number 1, January 2001
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...speech-recognition chatbots for
language learning: Implications for future directions in the era of large language models.
Interactive Learning Environments, 32(8), 4613–4631.
https://doi.org/10.10...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
-
...speech recognition
technology is used in speaking exercises to provide feedback. The inclusion of Stories facilitates reading
and listening comprehension practice at a discourse level, helping to co...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Promoting dialogue or hegemonic practice? Power issues in telecollaboration
-
...recognition that technology and online
learning are not culturally neutral (Hewling, 2005; Reeder, Macfadyen, Roche & Chase, 2004) and that
educational hegemonies need to be addressed. Ess (2009) ar...
by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Topic management in L2 task-based written interactions
-
...speech exchange systems, is necessary (Wagner et al., 2018). Cross-sectional studies examine
relationships between features of particular interactional practices and external variables such as
profi...
by Makoto Abe
in Volume 27 Number 1, 2023
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...Speech Recognition for EFL college learning. Computer Assisted Language Learning, 20, 209–
233.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Fernánde...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
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