- Training in machine translation post-editing for foreign language students
-
...Cross-Cultural and Interlanguage Communication, 2(2), 65–78.
https://doi.org/10.1515/mult.1983.2.2.65
Loffler-Laurian, A. M. (1985). Traduction automatique et style (machine translation and style). ...
by Hong Zhang, Olga Torres-Hostench
in Volume 26 Number 1, 2022
- Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
-
...cross-
checking between the English-Italian and Italian-English ends. Her dictionary expertise had developed
over time, as dictionaries themselves had evolved, and she was completely familiar with th...
by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010
- Online domains of language use: Second language learners’ experiences of virtual community and foreignness
-
...cross a variety of domains may provide greater insight into the nature of
constructing identity via an L2 online, in particular, in terms of ethnicity, nationality, and
nativeness/foreignness, and t...
by Sarah Pasfield-Neofitou
in Volume 15 Number 2, June 2011
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...cross-cultural issues in FL
or L2 learning (Reisoğlu, Topu, Yılmaz, Yılmaz, & Göktaş, 2017), while few have been on FL or L2 writing.
Although some studies on 3D virtual worlds have investigated L2 ...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
-
...cross-cultural keypal project.
Language Learning & Technology, 15(1), 104–121.
Kötter, M. (2003). Negotiation of meaning and code switching in online tandems. Language Learning
and Technology, 7(2)...
by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018
- Item-level learning analytics: Ensuring quality in an online French course
-
...cross all lessons in a summary
format. In Appendix A, a large visualization includes all students across all items in all lessons of the course.
Appendix B provides the item data plot of the whole c...
by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
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...Crossley & McNamara, 2013; Yarra et al., 2019). Teaching
institutions are using automatic systems for the assessment of L2 spoken discourse (Seed & Xu, 2018).
The important point is that while asses...
by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...cross the world in 30-minute conversations that
allow them to practice the language and gain cultural knowledge. Recent research on TalkAbroad shows
that it can facilitate learner autonomy (e.g., Sa...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
- Integrating semiotic resources in CALL activity designs
-
...cross three levels—macro, meso, and micro—
as to better recognize degrees of complexities inherent in transdisciplinary language teaching and
learning. Starting at the macro, or ideological level, we...
by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Virtual world-supported contextualized multimodal EFL learning at a library
-
...cross different modes of literacy?
Literature Review
Language Learning in Libraries
Public libraries are buildings which contain collections of books, periodicals, and sometimes music and
film...
by Siao-Cing Guo, Yu-Ju Lan
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
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