- 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
- Pride and shame in CALL: Links to appraisals, engagement, and performance
-
...yer of predictors to the next layer of outcome variables.
As shown in Figure 2, in the first layer, perceived control and perceived value had positive effects on
pride, with effect sizes of the stan...
by Kaiqi Shao, Elmakki Amiri, Gulsah Kutuk
in Volume 30 Number 2, Special Issue: Emotional CALL
- 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
- 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
- Investigating pragmatic learning opportunities and outcomes in different SCMC modes
-
...years, with a mean age of 20.94 years (SD = 1.04). They had been studying English for 12.69 years on
average (SD = 2.43). Five of them had traveling or studying abroad experiences for up to three mon...
by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- 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
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...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
- Learning grammar the explorative way: Integrating interactive grammar animations into CALL
-
...yer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge
handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press.
https://doi.org/10.1...
by Daniel Pust
in Volume 30 Number 1, 2026
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