- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...pronunciation)
14 learners
of medical
English
(data
analysis: 4
participants)
Presenting a poster
(orally)
6 repetitions
with no
breaks
Task repetition increased syntactic A
and overall F...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...pronunciation of the words and achieved “shallow understanding.” The interview
responses were corroborated by a strong positive association between attention to word usage and
vocabulary score (r = ...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
-
...Pronunciation issues were listed as factors of less concern in CMC contexts, hence making CMC
more conducive for anxiety-free language production (Ortega, 1997). As consequences of these CMC
technol...
by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
-
...pronunciation by foreigners which
helps students imitate them.” When discussing with peers how to design the second project on the online
forums, Bella displayed CALL knowledge integrating pedagogy,...
by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
-
...pronunciations (e.g., in cinto, /Ɵinto/, ‘belt’
versus canto, /kanto/, ‘song’) and heterographic homophones (e.g., más, /mas/, ‘more’ versus mas, /mas/,
‘but’). However, for learners already litera...
by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021
- Dialogue systems for language learning: A meta-analysis
-
...pronunciation and S: Hi Peter. How are
pronounce it] grammar] [Corrective feedback you? (...)
– What? What if erroneous]
sound? I didn’t hear U: I feel very happy
anything. S: Okay, left in front...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
-
...pronunciation, public speaking, discussion techniques and phrases, and conversation strategies.
E-mail: phoebed@pdx.edu
Steven L. Thorne (Ph.D., UC Berkeley) is a Professor of Second Language Acqui...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Can software support children's vocabulary development?
-
...pronunciations of thousands of new words categorized by subject and level of difficulty.
Software Titles in the Indirect-Approach Group
1. Alien Tales (Broderbund). This is a game designed to focus on...
by Julie Wood
in Volume 05 Number 1, January 2001
- Effect of using texting on vocabulary instruction for English learners
-
...pronunciations,
definitions, sample
sentences, related visuals,
and information on word
formation.
Paper- and web-
based instruction
Self-developed pre-
test on 80 target
words with ICRT,
Cron...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- A mixed-methods study of feedback modes in EFL writing
-
...pronunciation.
Digital feedback, probably regardless of the mode, could help promote interaction. However, although
feedback should be dialogic from a sociocultural perspective (Lantolf, 2006), it c...
by Arif Bakla
in Volume 24 Number 1, February 2020
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