- Computers in language testing: Present research and some future directions
-
...cross students? How should we sample CALT
items? What are the effects of changing the difficulty of CALT items? How can we deal with item sets on
a CALT?
How should we pilot CALTs? The problem that...
by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
-
...cross-cultural perspective (pp. 39-
52). Amsterdam: John Benjamins.
Long, M. H. (1991b, July). Measuring classroom language change. Unpublished manuscript, University
of Hawai`i at Manoa.
Long, M. H....
by Marta González-Lloret
in Volume 07 Number 1, January 2003
- Child-to-child interaction and corrective feedback in a computer mediated L2 class
-
...cross the different error types. The majority of feedback moves followed lexical errors: 58% of
all feedback followed lexical errors, 40% followed syntactic errors and 2% followed uses of L1. These
...
by Frank Morris
in Volume 09 Number 1, January 2005
- The Effects of Online Feedback Training on Students’ Text Revision
-
...cross-cultural communication. Following Hayes, Flower, Schriver,
Stratman, and Carey’s revision model (1987), four steps of text revision were included during feedback
training: task definition, eva...
by Yu-Fen Yang, Wen-Ting Meng
in Volume 17 Number 2, June 2013
- Facebook-photovoice interface: Empowering non-native pre-service English language teachers
-
...cross the distance between what they can do
and that which they can potentially do. According to Vygotsky, this distance is the Zone of Proximal
Development (ZPD): the zone of learning.
Proposed MK...
by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014
- Perception-production link in L2 Japanese vowel duration: Training with technology
-
...cross the groups at pre-test. As shown in Figure 5,
RTs for the training groups significantly increased over time, F(1, 45) = 10.748, p = .002, ηp2 = .193; even
the control group’s responses were sl...
by Tomoko Okuno, Debra M. Hardison
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Autonomous learning through task-based instruction in fully online language courses
-
...cross-cultural issues. In addition to
cognitive and social dimensions of online learning, the construct of anxiety as affective factor influences
how students learn efficiently. Tuovinen (2000) stre...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Oral-performance language tasks for CSL beginners in second life
-
...cross the two task types were proposed in this study. However, further investigation on the effects of
different task types on learners’ Mandarin Chinese learning is required due to the small sample ...
by Yu-Ju Lan, Yu-Hsuan Kan, Yao-Ting Sung, Kuo-En Chang
in Volume 20 Number 3, October 2016
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...cross different language skills.
Keywords: Expository Writing, Role-Reversal Flipped Classroom, Discussion-Oriented Flipped
Classroom, Technology Integration
Language(s) Learned in This Study: Engl...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...cross studies. Framing this type of design as the “instructional package” (p.12)
approach, Taguchi and Kim propose that previous studies have often implemented this design because they
have worked i...
by Paul Richards
in Volume 28 Number 1, 2024
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.