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Showing 201 - 210 results of 454 for Strong

Learning to identify and actualize affordances in a new tool
...strong team dynamic based on reflective discussion, and a shared appreciation of the affordance of Web 2.0 tools for establishing classroom community, the two Italian teachers also perceived afforda...

by Karen Haines
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Digital mindsets: Teachers’ technology use in personal life and teaching
...strongly believed that students need to develop basic language skills to be able to learn through a multimodal social networking platform. These studies provide useful insights but it is important ...

by Ekaterina Tour
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
...strong technical features, CMC has attracted many researchers in both synchronous and asynchronous modes, and research on computer-based interaction in SLA has also continued to proliferate. CMC ha...

by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020

Review of Criterion for English Language Learning
...strong teachers, can help learners be critical and advance their second language Hyojung Lim and Jimin Kahng Review of Criterion® Language Learning & Technology 44 learning (Swain & Lapkin, 1998)...

by Hyojung Lim, Jimin Kahng
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
...strong predictive power of Gaokao for predicting the academic performance of university students. Moreover, students’ speaking performance from both groups was assessed prior to the treatment. The f...

by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022

Learning of L2 Japanese through video games
...strong reasons to learn Japanese while one participant selected that games were a weak reason from the list of purposes (Question: “Why are you studying Japanese?”). Moreover, the GFG participants’ ...

by Kayo Shintaku
in Volume 27 Number 1, 2023

A model for listening and viewing comprehension in multimedia environments
...stronger force in the investigation and use of LC for language learning (Lynch, 1988; Rost, 1990; Rubin, 1994). Progressively less emphasis is now being placed on listening as a cognitive process in...

by Debra Hoven
in Volume 03 Number 1, July 1999

Noticing and text-based chat
...strong version of the Noticing Hypothesis (noticing is necessary and sufficient for second language acquisition) and the weak version of the Noticing Hypothesis (noticing is a necessary but not suff...

by Chun Lai, Yong Zhao
in Volume 10 Number 3, September 2006

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