- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...Nguyen et al., 2016). Even
though it requires a considerable amount of time on the part of students (Poorman, 2002), this kind of
flipped model can allow students to create learning materials and de...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- The application of chatbot as an L2 writing practice tool
-
...Nguyen, Q. M., Nguyen, T. H., & Cao, T. T. H. (2018). Chatbot as an intelligent
personal assistant for mobile language learning [Conference paper]. 2018 2nd International
Conference on Education and...
by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023
- Effects of interactive chat versus independent writing on L2 learning
-
...Nguyen, 2013).
Furthermore, the students in the interactive group, who had a lower type:token ratio than the students in
the individual condition in Week 1, increased their type:token ratio to the l...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Web-based collaborative writing in L2 contexts: Methodological insights from text mining
-
...Nguyen, & Olson,
2015). This data enable researchers to examine how simultaneous editing and writing may affect the
patterns of collaboration in an emerging document, and their subsequent effect on ...
by Soobin Yim, Mark Warschauer
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Nguyen,
2013). This cooperative assistance may have also contributed to the chatting students’ greater target
language output in the chat task compared to those working independently, as found in Ta...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
-
...Nguyen & Kellogg, 2005;
Warschauer et al., 2002).
As the popularity of social networking sites and virtual communities grew exponentially, CMC language
learning environments gradually expanded to ...
by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...Nguyen, 2021; Lyster et al., 2013). CF provides support in drawing the learner’s
attention to discrepancies between their output and the target language input, and is therefore assumed to
improve th...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Exploring the blended learning design for argumentative writing
-
...Nguyen-Jahiel, K., Archodidou, A., & Kim, S. Y. (2001).
Influence of oral discussion on written argument. Discourse Processes, 32(2-3), 155–175.
Sarré, C., Grosbois, M., & Brudermann, C. (2019). Fos...
by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
-
...Nguyen, 2008), scrutinizing the effect of text-based synchronous computer mediated
communication on SLA (Lin, Huang, & Liou, 2013) and employing both narrative review and meta-
analysis approaches to...
by Huifen Lin
in Volume 18 Number 3, October 2014
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Nguyen, 2008) were carefully read and references examined to identify CMC-related primary
studies. Fourth, the reference sections of the retrieved CMC primary studies were scanned for potential
stud...
by Huifen Lin
in Volume 19 Number 2, June 2015
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