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Showing 281 - 290 results of 424 for Learner Attitudes

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

Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
...learners’ behavioral, cognitive, and affective experience (Kleinginna & Kleinginna, 1981). According to Pekrun’s (2006) Achievement Emotion Theory, learners’ emotions can be categorized based on a v...

by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL

Response to the Norris Commentary
...learners' language abilities or for making decisions and taking actions within language classrooms and programs…" While we agree with the issues Norris raises from a research perspective, from a polic...

by Dorry M. Kenyon, Valerie Malabonga, Helen Carpenter
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

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

Integrating technology into study abroad
...attitudes: Implications for second language acquisition. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 231–258). Clevedon, UK: Multilingual Matters. Ishihara...

by Robert Godwin-Jones
in Volume 20 Number 1, February 2016

The formative role of teaching presence in blended Virtual Exchange
...learner-centred and task-based approach, students faced major challenges in all three iterations when engaging in collaborative task design, which was supposed to be learner-centred and task-based. ...

by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
...learners, can closely approximate authentic communications “equivalent to real-life learner-to-leaner or teacher-to-learner communication” (Hoven, 2006, p.241; Sims, 2000) although features of turn-...

by Huifen Lin
in Volume 18 Number 3, October 2014

The integration of a student response system in flipped classrooms
...learners or less-motivated students in the traditional classroom. It was anticipated that a close examination of such learners’ communication behaviors in class would provide vital insights for lang...

by Hsui-Ting Hung
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...learners. CONCLUSIONS With reference to internet forums dedicated to language learners, Hanna and de Nooy (2009) argue that “the self-positioning as learner limits discussion primarily to oneself,...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Digital video revisited: Storytelling, conferencing, remixing
...learners at all levels, but videos need to be carefully selected according to learners’ language proficiency. Another finding of the study was that the utility of captioning varies according to the t...

by Robert Godwin-Jones
in Volume 16 Number 1, February 2012