- "Reflective conversation" in the virtual language classroom
-
...year. As the four did not
meet at Caen the previous year, they wonder whether their next trip may coincide this time. In contrast to
the monologue studied above, the messages here are short with topic...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- Focus on form in task-based L2 oral computer-mediated communication
-
...Yes, she went out.)
Example 3. Orthographic LRE
B: ¿Cómo escribes “cayó”? (How do you spell “cayó” [he fell]?)
A: Pienso que es c a y… (I think it is c a y…)
B: OK
As in previous research (see Le...
by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018
- Call for papers
-
...year&q;:&q;(Choose year)&q;,&q;browse.startsWith.choose_year.label&q;:&q;Choose the issue year&q;,&q;browse.startsWith.jump&q;:&q;Filter results by year or month&q;,&q;browse.startsWith.months.april&q...
in Volume 20 Number 3, October 2016
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...years (M = 18.98, SD = 0.88). The mean number of years they had spent learning English
was 10.56 years (SD = 2.39). In the background questionnaire, the participants were asked to self-indicate
thei...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- Lag effects for foreign language vocabulary learning through Quizlet
-
...year-olds studying English vocabulary in Germany,
with no significant differences between the two ISI conditions at the delayed posttest. Rogers and Cheung
(2020, 2021) examined the learning of Engl...
by Jonathon Serfaty, Raquel Serrano
in Volume 28 Number 1, 2024
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...years and the other 9 students had had more than 9 years of previous
English study. Based on their self reports, six students had passed the Intermediate-level GEPT (i.e., a
general English proficie...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...yet another form of literacy, which requires a different set of reading skills.
Much of the research on annotating and text marking has been carried out with first language (L1) learners
140 Languag...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
- Qualitative research in less commonly taught and endangered language CALL
-
...yei, & Schmidt, 2001) including social
identity reasons (Ochs, 1993) and heritage identity reasons related to race, language, religion, and ethnicity
(Syed, 2001). In the case of ELs, and depending ...
by Monica Ward
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Assistive design for English phonetic tools (ADEPT) in language learning
-
...years (17); 35–50 years (2); older than 50 (2)
Highest Education Level Secondary school (6); technical school (8); professional training (5);
undergraduate studies (2)
English Learning Background D...
by Maritza Medina González, Debra M. Hardison
in Volume 26 Number 1, 2022
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...yed, 2019; Boccia, 2021; Hamad Al-khresheh, 2022; Hussain & Sajid, 2015). However,
understanding the intricacies of English semantics, often compounded by the presence of homophones
and homographs, ...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
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