- Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
-
...Mobile-assisted pronunciation learning with feedback from peers and/or
automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 1–24.
https://doi.org/10.1080/0958822...
by Alif Silpachai, Reza Neiriz, MacKenzie Novotny, Ricardo Gutierrez-Osuna, John M. Levis, Evgeny Chukharev
in Volume 28 Number 1, 2024
- Language learning in the wild: A young user perspective
-
...arning, through an AT framework. Incidental learning is understood as “learning in
various activity modes (play, everyday communication, work, etc.) without any special learning goal
(incidental lea...
by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...learning by overseas Chinese students? Language
Learning & Technology, 18(2), 36–56.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning &
Technology, 19(2), 1...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Challenges in transcribing multimodal data: A case study
-
...learning environments: Concept or technology? Click if you want to speak:
Reframing CA for research into multimodal conversations in online learning. International Journal of
Virtual and Personal Le...
by Francesca Helm, Melinda Dooly
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Learning of L2 Japanese through video games
-
...learning Japanese.
Links Between In-class and Outside-of-class Learning
GFG participants reported links between their in-class learning and their self-directed learning. Some of
them explicitly rec...
by Kayo Shintaku
in Volume 27 Number 1, 2023
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...learning (Adnan, 2017).
Flipped learning is based on the learning theory of Bloom’s revised taxonomy, whereby students first obtain
factual knowledge (the lower levels of cognitive activity), perha...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...learning (Li & Chu, 2021),
cooperative learning (Dindar et al., 2021), or collaborative learning (Chen et al., 2020). Dindar et al. (2021)
argued that most gamification studies have focused on the c...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- The effects of virtual exchanges on oral skills and motivation
-
...learning. Computer Assisted Language Learning, 18(5), 417–442.
118 Language Learning & Technology
Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and
...
by Laia Canals
in Volume 24 Number 3, October 2020
- An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest
-
...learning in computer-based learning
environments. Learning & Instruction, 29(4), 141–152.
https://doi.org/10.1016/j.learninstruc.2012.07.002
Mayer, R. E. (1997). Multimedia learning: Are we asking...
by Liu-Cheng Pan, Jerry Chih-Yuan Sun
in Volume 28 Number 1, 2024
- A systematic review of research on AI in language education: Current status and future implications
-
...learning are outlined in Figure 3. These journals include
Computer Assisted Language Learning (n = 23), System (n = 14), ReCALL (n = 13),
Language Learning & Technology (n = 7), Interactive Learning...
by Meina Zhu, Chaoran Wang
in Volume 29 Number 1, 2025
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.