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Showing 231 - 240 results of 252 for Speech Recognition

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...recognition that technology and online learning are not culturally neutral (Hewling, 2005; Reeder, Macfadyen, Roche & Chase, 2004) and that educational hegemonies need to be addressed. Ess (2009) ar...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Topic management in L2 task-based written interactions
...speech exchange systems, is necessary (Wagner et al., 2018). Cross-sectional studies examine relationships between features of particular interactional practices and external variables such as profi...

by Makoto Abe
in Volume 27 Number 1, 2023

Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
...Speech Recognition for EFL college learning. Computer Assisted Language Learning, 20, 209– 233. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Fernánde...

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

Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
...speech and writing through a merging of the interactional and reflective aspects of language (Warschauer, 1997). It was proposed that CMC “affords equal opportunities for participation to all member...

by Tripp Strawbridge
in Volume 25 Number 2, June 2021

Presence and agency in real and virtual spaces: The promise of extended reality for language learning
...speech act. Taguchi (2021) provides an example of experimenting with immersive VR for pragmatic language learning. Native and non-native speakers of English completed versions of a role-play scenari...

by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Virtual world-supported contextualized multimodal EFL learning at a library
...speeches, paintings, images, numbers, sounds, and other symbols. Even young learners can express messages through dialogue, role- playing, drawing, and marking (Short et al., 2000). Consequently, tea...

by Siao-Cing Guo, Yu-Ju Lan
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Twenty-five years of digital literacies in CALL
...speech than in writing, but also that people overestimate the degree to which the tone of their writing will be accurately interpreted by readers. More dangerous is what they found about stereotypes...

by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Facilitating participation: Teacher roles in a multiuser virtual learning environment
...recognition of participants’ social presence in SL is a necessity as it motivates participation and activates language output (Cooke-Plagwitz, 2008). In addition, the establishment of social cohesion...

by Airong Wang
in Volume 19 Number 2, June 2015

Sociotechnical structures, materialist semiotics, and online language learning
...recognition of signs as social agents that produce material effects aligns with Kress’ (2010) conception of social semiotics that underlines the centrality of design and rhetoric. By arranging semiot...

by Ron Darvin
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Internet Use of Polish by Polish Melburnians: Implications for Maintenance and Teaching
...speech communities (Mackey, 2003). This two-pronged influence of the Internet, both promoting and endangering languages, makes any prognoses difficult. Though most researchers consider computers as...

by Michael Fitzgerald, Robert Debski
in Volume 10 Number 1, January 2006