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Showing 221 - 230 results of 404 for Learner Attitudes

Explaining dynamic interactions in wiki-based collaborative writing
...attitudes towards working with people from different backgrounds so as to maximize interaction opportunities. Instructors cannot simply assume learners’ positive attitudes towards collaboration when...

by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017

Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
...learners. Content objectives include (1) building background knowledge to prepare English learners (EL) readers for the understanding of Mulan story, and (2) connecting the topic to ELs’ real life ...

by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025

Learning grammar the explorative way: Integrating interactive grammar animations into CALL
...learners are actively involved in the discovery of grammar. Rather than being presented with fixed rules for formal aspects of a grammatical phenomenon, InGAs encourage learners to identify patterns...

by Daniel Pust
in Volume 30 Number 1, 2026

Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
...learner with the locus of control shifting from the teacher/advisor to the learner. The more the learner develops language autonomy (learns the language autonomously), the more they may develop learn...

by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
...Learners were observed to strategically select an appropriate GIF within a specific context during their online conversations. Since Instagram text chat features enable learners to use GIFs, learners...

by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024

What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?
...learners did so much better than the Israeli learners. Based on our knowledge of the students in the experiment, we assume it is because the Hong Kong learners are more diligent and more intrigued b...

by Batia Laufer, Monica Hill
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research

Discourse functions and syntactic complexity in synchronous and asyncronous communication
...learner output is also necessary in promoting acquisition. Second-language (L2) learners need opportunities for what she calls "pushed output" such as speech or writing in order to develop specific ...

by Susana M. Sotillo
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)

Guest editor commentary
...learner (and teacher) attitudes, and appropriateness of content. Furthermore, just as novels, magazines, websites, and movies must be pedagogically mediated to maximize learning, so must digital gam...

by Jonathon Reinhardt, Julie Sykes
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Computers in language testing: Present research and some future directions
...learners have generally positive attitudes toward using computers in the classroom (Reid, 1986; Neu & Scarcella, 1991; Phinney, 1991), and a fairly large literature has developed examining the effec...

by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Textual, genre and social features of spoken grammar: A corpus-based approach
...learners need to know what to say and how to say things with words – to echo Austin’s (1962) well-known postulates. For these learners, knowledge of English grammar is necessary in order to communic...

by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar