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Showing 331 - 340 results of 707 for Long

Language learning in the wild: A young user perspective
...ng history in L2 acquisition research and a prominent place within AT. This following section discusses motivation in relation to language learning, mainly from an AT perspective. In the past decad...

by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Item-level learning analytics: Ensuring quality in an online French course
...Long and Siemens drew attention to the problem of term sprawl when referring to LA due to the various approaches to and uses of LA data in different research agendas. The ubiquitous use of the phras...

by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

On the net: Language education and learning disabilities
...long time, language study consisted primarily of parsing and dissecting grammar; any practical use was secondary and thought to follow from an intellectual knowledge of the formal analysis of the la...

by Jean W. LeLoup, Robert Ponterio
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Review of Cyberbuch
...long the way, increasing in difficulty from multiple choice response, fill- in-the-blank, and short answer items ("drag and drop" from the text itself), to open-ended, global-level questions. A vocab...

by Alene Moyer
in Volume 03 Number 1, July 1999

Foreign language teachers' greatest hits
...long with comprehension and production activities. Answer keys, where appropriate, are also provided. QUIA.COM Web address: http://quia.com/ Quia is a site where teachers can create materials ta...

by Jean W. LeLoup, Robert Ponterio
in Volume 10 Number 3, September 2006

Culture, culture learning and new technologies: Towards a pedagogical framework
...Long term collaboration Groups we belong to, groups we do not Challenge the comfort zone relative to NS norms Reflect on how we can present ourselves & our culture to our partners Discuss the int...

by Mike Levy
in Volume 11 Number 2, June 2007

Leveraging COCA to teach collocations with high mutual information scores
...longitudinal studies indicate that its development is slow (e.g., Siyanova-Chanturia, 2015). Cross-sectional research further reveals that even advanced second-language (L2) learners often rely on c...

by Quy Huynh Phu Pham
in Volume 29 Number 1, 2025

Integrating semiotic resources in CALL activity designs
...long-term understanding of a book as a symbol of academic work (‘based on past uses’) that you bring to the present CALL classroom (a ‘concrete social context’).” After clarifying any questions, we ...

by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Computers in language testing: Present research and some future directions
...longer be necessary. 2. Traditional time limits are not necessary. Students can be given as much time as they need to finish a given test because no human proctor needs to wait around for them to f...

by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Using mobile phones for vocabulary activities: Examining the effect of platform
...longer on PC seemed to take a proportionately longer amount of time on the mobile phone. It is difficult to tell whether the extra time taken to complete the activities on the mobile phone was a r...

by Glenn Stockwell
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary