- Promoting EFL students’ inferential reading skills through computerized dynamic assessment
-
...manent magnets are. The second paragraph is
about how to make permanent magnets. The third paragraph is about how to
make temporary magnets. The fourth is about how to make ceramic
magnets. The las...
by Adeline Teo
in Volume 16 Number 3, October 2012
- Flipping the classoom in teaching Chinese as a foreign language
-
...Mason, Schuman, & Cook, 2013; Prober & Khan, 2013; Yeung & O’Malley,
2014). The flipped approach has also brought about an increase of academic performances as indicated by
improved examination resu...
by Jia Yang, Chengxu Yin, Wei Wang
in Volume 22 Number 1, February 2018
- Association between allophonic transcription tool use and phonological awareness level
-
...mation (e.g. screen resolution), and additional user
information (e.g. approximate geographical information). Because the tracking code is executed by the
browser, a small amount of errors is to be ...
by Kacper Łodzikowski
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- SMART Teacher Lab: A learning platform for the professional development of EFL teachers
-
...Master’s degree, generally two to three years of
study). Although the contents of the curriculum may vary depending on the subject one majors in (e.g.,
English, Mathematics, History), students are e...
by Heyoung Kim, Jang Ho Lee
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Digital social reading in CALL teacher education
-
...making the task unwieldy or boring.
2. Observe how students participate/annotate. This may help the instructor gauge how interesting
and/or accessible the material is. It may also indicate students ...
by Levi McNeil, Joy Egbert
in Volume 28 Number 1, 2024
- The types and effects of peer native speakers’ feedback on CMC
-
...may have been regarded as a more information gap task, where lexical and
morphological information is somehow demanded by the learner and provided by the peer.
Our results may suggest that if a res...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Explaining dynamic interactions in wiki-based collaborative writing
-
...mall groups were then formed. Students first chose
their group-mates, and then the course instructor made adjustments to the initial group formation, based on
grouping criteria of mixed L1 and cultu...
by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017
- Presence and agency in real and virtual spaces: The promise of extended reality for language learning
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...mans
present to incorporate embedded AI. That complex relationship of human-machine-language may be
unwound with the help of ecological frameworks such as sociomaterialism or biosemiotics (see Godwi...
by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- The potential advantages of using an LLM-based chatbot for automated writing evaluation for English teaching practitioners
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...matics-related), which human teachers may be better at addressing. In
addition, EFL students considered ChatGPT less useful in terms of informal and neutral registers (Punar
Özçelik & Yangın Ekşi, 2...
by Kyungmin Kim, Jang Ho Lee, Dongkwang Shin
in Volume 29 Number 1, 2025
- The affordances of process-tracing technologies for supporting L2 writing instruction
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...Manchon & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 267–
286). Boston, MA: De Gruyter.
Roca de Larios, J., Manchón, R. M., Murphy, L., & Marín, J. (2008). The foreign...
by Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 23 Number 2, June 2019
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