- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...long with the speech. The amplitude of
the speech signal needs to be carefully adjusted for best recognition performance. More specifically, the
amplitude needs to be kept within a certain limited ran...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
-
...Long, 1996; Mackey, 1999; Pica,
1994) can be equally documented in online interactions (Salaberry, 2001). In online L2 classrooms,
synchronous discussions as well as asynchronous discussion formats,...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- Using eye-tracking as a tool to develop lexical knowledge
-
...longer fixations at target words and glosses but did not lead to superior performance in recognition scores.
We observed, however, an interaction between interactivity and form recognition, with more...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
-
...long enough to measure the longer-term effect of using
MT. At the same time, this study examined the delayed effect of the MT use, and other teaching and
learning effects over this period were not c...
by Sangmin-Michelle Lee, Nayeon Kang
in Volume 28 Number 1, 2024
- Language teachers’ professional role identities and classroom technology integration
-
...long-term confidence in and interest in learning” were two major aspects of her
teaching role. She regarded helping students become “happy lifelong learners” as her ultimate responsibility.
Her view...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- From the special issue editor
-
...Long directly address the problem
of identifying the best uses of technology for the distance learner of language. The
authors point out that all language instruction, distance or otherwise, needs to ...
by Margo Glew
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- LiTgloss
-
...long way towards building vocabulary and general linguistic
competence. However, often the task of reading authentic text proves too daunting for the learner due to a
lack of vocabulary and/or backg...
by Jean LeLoup, Robert Ponterio
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Literacies and technologies revisited
-
...long and not so
interesting.” Shirky has a similar take on Proust, arguing that many more people read about why A la
recherche du temps perdu is important than actually read the work itself. He argu...
by Robert Godwin-Jones
in Volume 14 Number 3, October 2010
- Signal analysis software for teaching discourse intonation
-
...long-term effects of any of the brief training sessions reported on in the studies discussed above,
and about the effects of more extensive training. Finally, the technical limitations of speech techn...
by Dorothy Chun
in Volume 02 Number 1, July 1998
- A corpus approach for autonomous teachers and learners: Implementing an on-line concordancer on teachers’ laptops
-
...Longman.
Sprang, K. A. (2008). Advanced learners' development of systematic vocabulary knowledge: Learning
German vocabulary with inseparable prefixes. In L. Ortega & H. Byrnes (Eds.), The longitudi...
by Jang Ho Lee, Hansol Lee, Cetin Sert
in Volume 19 Number 2, June 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.