- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...learners’ cognitive
capacity, multimedia learning environments are sometimes so overwhelming that the learner has to process
a lot of extraneous material and may not be able to allot the required co...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
-
...learner attitude towards CACD. Meunier concluded that CACD fostered highly
positive attitudes regardless of the learners' initial motivation and computer background (see also
Warschauer, 1996c), and...
by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Peer feedback on language form in telecollaboration
-
...learners to input that is both linguistically and
interactionally modified. Such input is expected to draw learners' attention towards grammatical form and
to push them to modify their own output. N...
by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...learners
of Arabic. All of the learners perceived the system to be a good method for L2 learning, with less proficient
learners having more favorable views than those with advanced proficiency. Ande...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...learners. MMELE provides learners with on-line English listening exercises and off-line
practice using downloaded video or MP3 materials. It also provides a Q&A message board
so that teachers and le...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
-
...attitudes
and beliefs also significantly contribute to the successful integration of technology with English language
teaching (ELT) and the interplay of CALL teachers’ knowledge, skills, and attitu...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
-
...learner feels in control in a given situation is thought to contribute to the learner's
affect towards that situation. Schumann (1997) reported on variables that influence a language learner's
affecti...
by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Augmented reality technology in language learning: A meta-analysis
-
...learners’ language acquisition and a
small to moderate impact on their motivation. However, in terms of emotional gains, Cai et al. (2022)
examined learners’ motivation, without considering learning...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Discourse moves and intercultural communicative competence in telecollaborative chats
-
...attitudes of curiosity and openness” (Byram, 1997, p. 50)—and specific features
of language use that actually help construct these attitudes. The findings of these discourse analytical
studies help ...
by Marianna Ryshina-Pankova
in Volume 22 Number 1, February 2018
- Podcasting: An Effective Tool for Honing Language Students’ Pronunciation?
-
...learner reactions and attitudes,
the field remains young and is growing exponentially. The current study sought to broaden existing
research on podcasting and pronunciation and to continue to advanc...
by Lara Ducate, Lara Lomicka
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
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