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Showing 251 - 260 results of 321 for Learner Autonomy

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...Learners should receive help in comprehending semantic and syntactic aspects of linguistic input. 3. Learners need to have opportunities to produce target language output. 4. Learners need to notice e...

by Marta González-Lloret
in Volume 07 Number 1, January 2003

Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
...learner can maximise use of the target language for task management, task fulfilment, and other communicative events (e.g., side-sequences). This suggests that research must adopt a learner-centred ...

by Melinda Dooly
in Volume 15 Number 2, June 2011

A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
...learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading...

by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Impact of mobile virtual reality on EFL learners’ listening comprehension
...learners can control aspects of the presentation, such as zooming in or out. In searching, learners can seek information, such as receiving options and selecting an option. In navigating, learners c...

by Tzu-Yu Tai
in Volume 26 Number 1, 2022

Fostering foreign language learning through technology-enhanced intercultural projects
...learners. The learning tasks were not beyond the learners’ language abilities, and the E-pal project was considered the easiest (M = 4.40). Table 2. Learners’ Attitudes Towards TEILI and its Instr...

by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...learners outperformed classroom learners on measures of general L2 proficiency and receptive vocabulary, while classroom learners showed significantly greater improvement in listening skills. Gains ...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

Enhancing extensive reading with data-driven learning
...learners with higher levels of proficiency, its results among lower proficiency learners have been mixed—in part because some lower proficiency learners find the KWIC presentation of lexical items t...

by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

L2 blogging: Who thrives and who does not?
...learners but a negative effect on less-satisfied learners” and “less-satisfied learners preferred being given writing topics while satisfied learners considered this demotivating”. The generated the...

by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015

Activate space rats! Fluency development in a mobile game-assisted environment
...learners “is important at all levels of proficiency” (Nation & Newton, 2008, p. x), as it motivates learners to speed up and automatize language use. However, activities that promote fluency develop...

by Jennica Grimshaw, Walcir Cardoso
in Volume 22 Number 3, October 2018

Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
...learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-122. Ohta, A. (2000). Rethinking interaction in SLA: Developme...

by Lina Lee
in Volume 08 Number 1, January 2004