- Collaborative writing and text quality in Google Docs
-
...strong relationship—even though TBLT research is moving to separate analyses of syntax and
lexicon (Polio & Shea, 2014). Possibly, this relationship depended on learners’ overall L2 development:
the...
by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019
- Pre-task planning in L2 text-chat: Examining learners’ process and performance
-
...stronger than pet own|
Phrasal complexity was defined as the number of words divided by the number of clauses (Révész, Ekiert,
& Torgersen, 2014), while lexical complexity was calculated using Guira...
by Nicole Ziegler
in Volume 22 Number 3, October 2018
- Flexibility and Interaction at a Distance: A Mixed-Mode Environment for Language Learning
-
...strong focus placed on
learners' affective and cognitive resources necessarily draws attention towards individual differences in
terms of knowledge, skills, personality, cultural values, and lifestyle...
by Antonella Strambi, Eric Bouvet
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Exploring the relationship between electronic literacy and heritage language maintenance
-
...strong position, because she did not fully align herself
with the Korean community due to her lack of proficiency in Korean. Moreover, Lizzy is situated in a social context
and physical space where ...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
-
...Strongly Disagree” and 5 as “Strongly Agree.” The
scoring for responses to the survey items was straightforward: 1 point for “1 Strongly Disagree”
indicating the lowest CALL competency level and 5 p...
by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Individual versus interactive task-based performance through voice-based computer-mediated communication
-
...strong obligation, is a recommend, is
better can’t.
Student 2: I think is better.
Gisela Granena Individual versus Interactive Task-Based Performance
Language Learning & Technology 51
A recent ...
by Gisela Granena
in Volume 20 Number 3, October 2016
- Fan translation of games, anime, and fanfiction
-
...strong allegiance to cultural products such as
these often engage in practices that surpass mere cultural consumption. This is more apparent in the case
of fanfiction. Fanfictioners write spin-off s...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
-
...strongly influenced by the readers' study goals (e.g., text summarisation versus knowledge acquisition,
Schmalhofer & Glavanov, 1986). It is therefore not unlikely that a given reading task might inf...
by Isabelle De Ridder
in Volume 06 Number 1, January 2002
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...strong direction for L2 research:
We stand to learn a lot about what goes on in the minds and experiences of individual language
learners by looking at the activity that emerges from interactive se...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Power within blended language learning programs in Japan
-
...strong collaborative teaching culture and in-house curriculum
design meant there was little concern with idealized solutions such as CALL laboratories for teaching.
Consequently, the task of designi...
by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
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