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Showing 21 - 30 results of 36 for Muñoz

Charting Thai university students' group translation on Google Docs through DocuViz
...Muñoz-Basols, 2019). This process is relevant to translation work, where different linguistic codes—such as their L1—may be used to exchange viewpoints or co-construct knowledge. This, of course, mi...

by Nakhon Kitjaroonchai, Daron Benjamin Loo, Tantip Kitjaroonchai
in Volume 27 Number 1, 2023

Facebook-photovoice interface: Empowering non-native pre-service English language teachers
...Muñoz & Towner, 2009; Riley, Domizi, & Camus, 2012). As an online community then, can Facebook empower learners? Bryer and Seigler (2012) suggest that teachers design courses to empower students usi...

by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014

Synthetic voices in the foreign language context
...Muñoz, 2016). Foreign language class time is often limited to few hours a week, which is not enough to provide students with the amount of input and practice necessary for mastering L2 skills. In Br...

by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020

How do learners use a CALL environment? An eye-tracking study
...Muñoz, 2017) and this will reflect higher engagement and index higher difficulty in processing the information (Poole & Ball, 2006). Next, the positive correlations between vocabulary size and prop...

by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023

Telecollaboration for content and language learning: A Genre-based approach
...Muñoz, 2011) could mitigate potential face threats. Type and quality of feedback may also be a consideration: Chen and Eslami (2011) found that direct and explicit feedback during synchronous, text-...

by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Language learning through social networks: Perceptions and reality
...Muñoz, 2011; Young, 2003). It is also possible that students make more errors over time because they are writing longer sentences containing more challenging vocabulary, comparable to the well-known...

by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...Muñoz & Cadierno, 2021). These findings also suggest that each instructional mode may suit different learner goals. Apps may be especially effective for developing foundational linguistic competence...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
...Muñoz, 2013), while other studies found that gaming predicted students’ receptive vocabulary knowledge but watching TV did not (e.g., De Wilde et al., 2020). Inconsistent findings were also reported...

by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022

Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
...Muñoz, 2020). These positive findings are attributed to the capacity of captions to help learners segment and parse spoken input into linguistic units 4 Language Learning & Technology (Ga...

by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024

Telecollaboration as an approach to developing intercultural communication competence
...Muñoz, 2011). Language from exchanges can also be discussed with students as positive or negative examples. Helpful in that process is collecting exchange data in a database or corpus (Belz & Vyatki...

by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education