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Fostering foreign language learning through technology-enhanced intercultural projects
...strong positive attitudes towards technology-enhanced intercultural language learning (TEILI), which enabled the learners to experience authentic language learning that fostered linguistic competenc...

by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014

Supporting in-service language educators in learning to telecollaborate
...strong that they have remained in a fixed place. For instance, I worked this year with a group of university students, who had to interact with another group of secondary school students. Both the u...

by Robert O'Dowd
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

“I Am What I Am”: Multilingual identity and digital translanguaging
...strong connections to multiple nations, suggests that global identities are “forged, developed, shaped, and sustained within digital communication networks,” and that such identities are created “us...

by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Wikipedia writing as praxis: Computer-mediated socialization of second-language writers
...strong purpose activity” (p. 45), and this strong sense of purpose arises from the distinctive affordances of Wikipedia’s modes of belonging. It is a sense of belonging to both a community of the ima...

by Brian W. King
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Sharing a multimodal corpus to study webcam-mediated language teaching
...strong influence on the interpretation of the data, which can eventually be detrimental to the proposed analyses. I argue that there can be real benefits from gathering insiders (researchers who wer...

by Nicolas Guichon
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Commentary: Response to mcquillan and krashen (2008)
...strong ESL readers find small amounts of unsimplified text fairly hard going, particularly if the text type is expository rather than narrative. I myself after decades of working in and around Frenc...

by Tom Cobb
in Volume 12 Number 1, February 2008

How do learners use a CALL environment? An eye-tracking study
...strongly assumed that this type of test gives a good estimate of learners’ proficiency level in the L2 (Laufer et al., 2004). Figure 1 Examples of Vocabulary Size Test Items NedBox NedBox, the...

by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023

Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
...strong interest among researchers and practitioners who wish to explore the potential of game-based language instruction (Reinhardt, 2019; Sykes & Reinhardt, 2012). Research on educational games has...

by Naoko Taguchi
in Volume 27 Number 1, 2023

A review of technology-enhanced Chinese character teaching and learning in a digital context
...stronger interconnections among orthography, phonology, and semantics (Perfetti et al., 2005). Studies on character recognition, therefore, have primarily explored how technology enhances the establi...

by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
...strong momentum in expanding the task improvement. For example, the IP group members’ task improvement from T2 to T3 was statistically significant (p = .01) with a small effect size (d = -0.29). ...

by Da Yan
in Volume 28 Number 1, 2024