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Showing 21 - 29 results of 29 for Mark Bond

L1 for social presence in videoconferencing: A social semiotic account
...markers in lines 2 and 3 (err), speech in Line 4 and accompanying facial expressions and unfocused gaze (Figures 15, 16 and 17). While hesitation markers and use of speech illustrate Eda’s active eng...

by Müge Satar
in Volume 24 Number 1, February 2020

Hey Siri: Should #language, 😕, and follow me be taught?: A historical review of evolving communication conventions across digital media environments and uncomfortable questions for language teachers
...bonding. Lee and Chau (2018), who researched multilingual hashtags in the Umbrella Movement in Hong Kong, found hashtags functioned powerfully as identity markers by choosing politically marked lang...

by Heather Lotherington, Noah Bradley
in Volume 28 Number 1, 2024

Teaching foreign language with conversational AI: Teacher-student-AI interaction
...marker or pause, yielding 229 interactions for the first class and 415 interactions for the second class during the main activity. For these 644 interactions, the interaction patterns were coded by ...

by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Teacher engagement with automated text simplification for differentiated instruction
...marks. (see Figure 1). Text complexity assessment is a crucial step both before and after simplification (Garbacea et al., 2021). Eng-Editor was chosen because its readability assessment system corr...

by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Big data and language learning: Opportunities and challenges
...Markov, 1913; Zipf, 1949). The current leader in size and power among artificial neural networks is GPT-3 from OpenAI (short for Generative Pre-trained Transformer, the third version of the system)....

by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

Strategies for effective communication in Dutch as a lingua franca telecollaboration
...market (Blyth, 2013; Ward, 2018). Additionally, LCTL learners usually have fewer opportunities to find conversation partners outside courses (Godwin-Jones, 2013; Klimanova & Dembovskaya, 2013). In...

by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

AI-assisted English learning: A tool for all or only a select few?
...marker type. To enhance clarity, especially in grayscale print, marker fill styles are also used: Class 1, Class 3, Class 5, and Class 7 use filled markers, whereas Class 2, Class 4, and Class 6 use ...

by EunJung Kim
in Volume 29 Number 1, 2025

Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
...Mark (Eds.), Contemporary computer-assisted language learning (pp. 19–38). Bloomsbury. Dickinson, L. (1987). Self-instruction in language learning. Cambridge University Press. Fuchs, C., Hauck, M., ...

by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
...bond” than the plotting of the words (p. 94). Little research exists on the efficacy of video in the domain of L2 vocabulary acquisition. Neuman and Koskinen (1992) state that captioned video with sou...

by Khalid Al Seghayer
in Volume 05 Number 1, January 2001