- Vocabulary learning from watching YouTube videos and reading blog posts
-
...lish in school for at least five years (M = 10.4, SD = 3.3),
but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in
an English-speaking country f...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...lity, PL is often associated with intelligent or context-aware design (e.g., Lin & Lin, 2019; Stockwell,
2007). Such intelligent-design apps analyse student behaviour, recommend context-sensitive voc...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...lined
above.
Formal lesson plan format Generic activity design
• key learning objective/ outcomes explicitly
outlined from outset (also tendency for
confusion of implicit and explicit objectives...
by Cameron Richards
in Volume 09 Number 1, January 2005
- Integrating technology into study abroad
-
...lish in Australia, a commercial product (English Central) was
used with good results. It featured videos on situations and encounters students were likely to encounter.
Instruction in English pragma...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- Manipulating L2 learners' online dictionary use and its effect on L2 word retention
-
...links on students' clicking behaviour, text comprehension, and word retention. Students
were inclined to click more often on words in a text when visible hyperlinks were provided, but this more
freq...
by Elke Peters
in Volume 11 Number 2, June 2007
- Twitter-based EFL pronunciation instruction
-
...lic
Pay attention to the word CAtholic (católico). Spaniards tend to say caTHOlic, but the stress
is on the first syllable! http://www.goear.com/listen/8000b73/catholic-bbc
7. Item: Archives
...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- Telecollaboration as an approach to developing intercultural communication competence
-
...line exchanges, as in the Soliya model (Helm, 2013), uses conflicting views on
issues such as religion as a “central and productive source for learning rather than a debilitative stumbling
block to ...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
-
...limited English exposure outside the
classroom and linguistic differences between Arabic and English (Afzal, 2019; Altalhab, 2019). English
instruction remains largely teacher-centered, emphasizing ...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- Culture, culture learning and new technologies: Towards a pedagogical framework
-
...lia and Language Australia.
Liddicoat, A. J., & Crozet, C. (Eds.) (2000). Teaching languages, teaching cultures. Melbourne: Applied
Linguistics Association of Australia and Language Australia.
Lind...
by Mike Levy
in Volume 11 Number 2, June 2007
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...livery, linked to a single theme, directed at the same
interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then
used the criteria indicated in Table 2...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
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