- Vocabulary learning and retention through multimedia glossing
-
...lies, butterflies, beetles, wasp,
bumblebees, and even ants can also pollinate plants. Very few flowers are dependent on a single insect
species, although no other pollinators are as effective as ar...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- Embodied interaction: Learning Chinese characters through body movements
-
...libali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: a
lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204.
Vrellis, I., Moutsioulis, A., & Mik...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Applying educational data mining to explore individual experiences in digital games
-
...lidated error begins to increase (instead of decrease) as a result of adding a split, the decision
tree should stop building (Williams, 2011). Thus, the goal is to identify the lowest cross-validated...
by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...lity transparency, and user trust, necessitate
the establishment of ethical guidelines and principles in their application (Kooli, 2023).
Mei-Rong Alice Chen 3
Nevertheless, the integration o...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Anxiety in virtual exchange and its relationship with social presence
-
...ish as a lingua franca. To leverage both asynchronous and synchronous modalities while
limiting potential online learning anxiety (see the Literature Review section on Anxiety above), the tasks
inco...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness
-
...liar
words receive more fixations and longer fixation durations than familiar words (e.g., Elgort et al., 2018;
Pellicer-Sánchez, 2016). This suggests that unfamiliar words are noticed and processed...
by Aysen Tuzcu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
-
...lian at home using Duolingo versus learning it
using an online slideshow during 7 sessions. They found that, while the groups did not differ on linguistic
achievement, Duolingo learners reported the...
by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...litude needs to be kept within a certain limited range. If the amplitude exceeds an upper limit, the
signal is clipped and the signal analyzer cannot extract all of the relevant features. If the ampli...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
- Considerations in developing or using second/foreign language proficiency computer-adaptive tests
-
...liability, validity, and utility
of L2 CATs; may help developers fashion more valid, reliable, and authentic L2 CATs; and
might familiarize CAT score users with some the complexities involved in inter...
by Patricia A. Dunkel
in Volume 02 Number 2, January 1999
- Building the porous classroom: An expanded model for blended language learning
-
...life. The coronavirus
pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives
turned upside down. Many have lost their livelihoods, as busine...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
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