- Facebook-photovoice interface: Empowering non-native pre-service English language teachers
-
...speaking different languages, interacting in
the English language learn a lot from each other in improving speaking
skills.”
c) Collaboration
encouraged
teamwork and
confidence building
“Dev...
by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014
- Guest editor commentary
-
Language Learning & Technology
http://llt.msu.edu/issues/february2015/commentary.pdf
February 2015, Volume 19, Number 1
pp. 1–9
Copyright © 2015, ISSN 1094-3501 1
Contextualized Views of Practi...
by Nike Arnold, Lara Ducate
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Announcements
-
...speaking community and/or in French, but it also
regularly invites papers in other languages so as to strengthen scientific and technical exchanges between
linguistic communities that too often remain...
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Review of Wimba Voice 6.0 Collaboration Suite
-
...speaking, and pronunciation practice.
DESCRIPTION
Wimba Voice Authoring
Voice Authoring is a basic one-way communication feature that allows users to record and listen to
recordings embedded dir...
by Elena Cotos
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Technology-enhanced language learning for specialized domains: Practical applications and mobility
-
...Speaking,
a MALL app designed to improve oral skills. The chapter provides a brief state of the field of MALL,
outlines the steps taken to develop the app, and then reports on a qualitative pilot st...
by Kimberly Becker, Phuong Nguyen
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Teacher role in synchronous oral interaction: Young learner telecollaboration
-
...speaking, and interaction, (b) an
acknowledgement of younger learners’ slower rate of FL learning, and (c) the realization that typically L2
learning routes are non-linear » (Nikolov & Timpe-Laughli...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
- Student Technology Use in a Self-Access Center
-
...speaking booths with English pronunciation and karaoke software; and a free conversation area.
The facility is filled with over 11,000 English resources including books, magazines, newspapers,
Langu...
by Joachim Castellano, Jo Mynard, Troy Rubesch
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...speaking. In this case, the use of technology (video, headphones) seemed to promote
individual work rather than group discussion, (see Actions 2 and 3; use of earphones; individual
computers). Actio...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Focus on form in task-based L2 oral computer-mediated communication
-
...speaking, learners were able to look back at what they and their partners had typed, thus
affording them more opportunity to focus on form than would have been possible in FTF communication.
From a ...
by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018
- Computer-assisted pronunciation training for foreign language learning of grammatical features
-
...speaking with a
virtual partner. Such systems can also recognize and adapt to different accents, ensuring personalized
learning experiences. In terms of pronunciation, CAPT tools can analyze speech ...
by Elsayed Issa, Gus Hahn-Powell
in Volume 29 Number 1, 2025
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.