- Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class
-
...design (New London Group, 1996; Kress,
2000). Defined by Kress (2000) as "the intentional deployment of resources in specific configurations to
implement the purposes of the designers," design emphasi...
by Susan Parks, Diane Huot, Josiane Hamers, France H.-Lemmonier
in Volume 07 Number 1, January 2003
- "Reflective conversation" in the virtual language classroom
-
...design of
distance language learning (The Open University, 1994, 1997). The vocabulary-related aspect of the
research involved designing a CALL program, called Lexica. The Lexica programme was given t...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
...instructional practice.
Keywords: Automatic Text Simplification; Readability; Text Comprehension; Second/foreign Language
Reading
Language(s) Learned in This Study: English
APA Citation: Murphy ...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
- Help options and multimedia listening: Students' use of subtitles and the transcript
-
...design is an important avenue of research in Computer-
Assisted Language Learning (CALL). Some argue that the design of the pedagogical
materials should be informed by theory such as the interactioni...
by Maja Grgurović, Volker Hegelheimer
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- Review of Tripleplay Plus! English
-
...designed for beginning to intermediate
ESL learners, ages 8 to adult. The program comes with a user's guide, plug-and-play microphone, and
technical manual. TriplePlay Plus! is claimed to assist learn...
by Alison Mackey, Jung-Yoon Choi
in Volume 02 Number 1, July 1998
- Students’ perceptions and experiences of mobile learning
-
...instructional design features involved with the commonly used
technologies that were employed in this study. For example, the “Creating a YouTube Video” project was
made more difficult because of pa...
by Daesang Kim, Daniel Rueckert, Dong-Joong Kim, Daeryong Seo
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
-
...designers, and test
users should not assume that students’ handwritten and typed test scores will be the same, and therefore
decisions about how L2 writing ability should be tested must be carefully...
by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
-
...instructional purposes within social and critical
education approaches. The use of electronic mail, bulletin boards, or discussion lists on worldwide
networks such as the Internet enables learners a...
by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Games in language learning: Opportunities and challenges
-
...design can
involve students in deep thinking about approaches to language learning. The kind of peer-level
perspective students supply can also be valuable in shaping the game design, so that the en...
by Robert Godwin-Jones
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Genre-based AWE system for engineering graduate writing: Development and evaluation
-
...designate the intended moves: Move 1 (Introduction) in green, Move 2
(Method) in blue, Move 3 (Results) in pink, and Move 4 (Discussion/Conclusions) in yellow. Once the
intended move is designated b...
by Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
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