- Lexical behaviour in academic and technical corpora: Implications for ESP development
-
...learner-centred reading tasks. The design of the corpus can be carried out by both instructor and learner
alike; the former directs operations according to language interests, and the latter contribut...
by Alejandro Curado Fuentes
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- A mixed-methods study of feedback modes in EFL writing
-
...learners about the difference between their current and
desired level of knowledge. According to a broader conceptualization, it informs learners not only about
their learning goals but also about t...
by Arif Bakla
in Volume 24 Number 1, February 2020
- Asynchronous group review of EFL writing: Interactions and text revisions
-
...learner to a less capable
learner, but also a bidirectional assistance which is reciprocally provided and received by novice learners
while accomplishing their tasks (de Guerrero & Villamil, 2000; H...
by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017
- Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
-
...learners:
“the surge in interest in teaching languages to young learners in recent years has not been matched by
studies of cognitions and practices in this area” (Borg, 2006, p. 274). The integrati...
by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- An exploratory study of pauses in computer-assisted EFL writing
-
...learner self-assessment, metacognitive awareness, and learner
autonomy in L2 writing.
LIMITATIONS AND SUGGESTIONS
First, findings of this exploratory study may not be generalized to other EFL write...
by Cuiqin Xu, Yanren Ding
in Volume 18 Number 3, October 2014
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...learner of the language within a learner’s zone of
proximal development (ZPD) is also indispensable to the learner’s development. In particular, scaffolding
from an expert can help a learner gradual...
by Li Jin
in Volume 17 Number 2, June 2013
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...learners, it could have the opposite effects on
learners with lower achievement levels because of cognitive overload (Yang et al., 2020). For lower-
achieving learners or those with low self-efficacy...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
-
...learners (e.g., L1-Spanish learners of English), the recurrence of specific
and expected pronunciation difficulties might play a role in automatic assessment.
There were a number of limitations to t...
by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023
- The evolving roles of language teachers: Trained coders, local researchers, global citizens
-
...learners. The degree to which students feel comfortable and confident in the use of particular
tools or services is an important consideration in their success or failure. Overcoming resistance to th...
by Robert Godwin-Jones
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...Learner identities played a major role in that orientation, with students’ confidence
in their language abilities and self-image as learners being important factors. Interestingly, in one learner’s
...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
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