- Vocabulary learning in an automated graded reading program
-
...Yet preparing suitable reading texts is often a challenge for
teachers because the chosen texts must have a high percentage of words familiar to
specific groups of learners in order to allow the inf...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Teaching the pragmatics of Russian conversation using a corpus-referred website
-
...yer
―Let me see it!
―Just don't turn it off!
―You're recording chto li?
―Yes.
Holiday conversation between young people, Moscow region // trainees, 2005
APPENDIX B. Pre-/Post-/Delayed Post-Tes...
by Edie A. Furniss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication
-
...years of teaching intercultural writing) and I independently
read students’ posts and ranked the interaction based on the quantity (the number of posts and words per
post) and the quality (the inter...
by Zhiwei Wu
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Adolescent English learners’ language development in technology-enhanced classrooms
-
...year) 90.3% 66.7% 86.1%
EL Students (4 year) 67.3% 61.4% 63.9%
EL Students (5 year) 87.5% 68.5% 70.9%
EL attending 2 or 4 year college 59.1% 66% 81%
Classrooms on Internet 100.0% 100.0% 100.0...
by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020
- Student use and instructor beliefs: Machine translation in language education
-
...yet
matters for our understanding of the impact of these tools on language teaching/learning.
Computer Tracking and L2 Writing
Computer tracking technologies—screen recording, eye trackers, keys...
by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023
- Automated versus peer assessment: Effects of learners' English public speaking
-
...year, including 44 female and eight male
students (average age 19.25 years). They were sophomore students in the English department of a university
in the northern part of China. They were selected ...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Language teachers’ professional role identities and classroom technology integration
-
...years 7, 8, 10, 11, 12 L1 and L2 Master of
Education
B
Wen M 7 years 7, 9, 10, 11 L1 Master of
Education
C
Xu F 7 years 6, 7, 8, 9, 11 L1 Master of
Education
C
Zhang F >10 years 7, 8, ...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- AI-assisted English learning: A tool for all or only a select few?
-
...years. The sample included 446
boys (50.5%) and 438 girls (49.5%). All students had Korean as their first language (L1), and English was
learned as a foreign language (L2) within the formal school c...
by EunJung Kim
in Volume 29 Number 1, 2025
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...year old, "Hey Jimmy, get me my slippers, will you?" The toddler smiles,
goes to the bedroom, and returns with papa's hiking boots.
4. A first-grader reads aloud a sentence displayed by an automated R...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
-
...yed: a research tool with which L2 writers can systematically
investigate a specific linguistic item or phenomenon and infer underlying rules and a reference tool that
L2 writers can consult to find...
by Choongil Yoon
in Volume 20 Number 1, February 2016
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.