- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...cross task types and its
impact on learners' interaction during oral performance. International Review of Applied Linguistics
in Language Teaching, 47(3–4), 367–395. https://doi.org/10.1515/iral.200...
by Laia Canals
in Volume 26 Number 1, 2022
- What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?
-
...cross Lookup Options
Lookup
option
L1
Mean= 42%
L2
Mean= 79%
L1+L2
Mean= 67%
L1/L2+other info
Mean= 62%
L1 4.5* 4.1* 4.1*
L2 0.6 0.6
L1+L2 0.02
* p<0.05
Table 2 shows that the mo...
by Batia Laufer, Monica Hill
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research
- Exchanging ideas with peers in network-based classrooms: An aid or a pain?
-
...crossing cultural borders by immersing
themselves in English, may well have been drawing on multiple cultural identities beyond the
static notion of the "Chinese culture" (1997, p. 768).
The exchanges...
by Sima Sengupta
in Volume 05 Number 1, January 2001
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...cross-cultural CMC exchange for the purpose of learning English.
Qualitative data gained from personal interviews showed strong student support for this collaborative
exchange model. Hong Kong seconda...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- Conversations—and negotiated interaction—in text and voice chat rooms
-
...cross
the World Wide Web, connect speakers from a wide range of backgrounds and enable expanded
opportunities for social interaction and language learning (Bonk & Kim, 1998). Indeed, the online
lan...
by Kevin Jepson
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Peer feedback on language form in telecollaboration
-
...cross all interactions
Total number of words
related to LREs
Percentage of words
related to LREs
E-tutoring
68,015 9,159 13.5%
E-partnering
53,367 1398 3%
Phase II
The results of ...
by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
- From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
-
...cross all seven TPACK
knowledge domains (see Appendix C for sample TPACK codes). To ensure the reliability of the coding
results, a second coder was invited to code 20 percent of the data. The inter...
by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...crossword
puzzle with embedded
implicit feedback
(in writing)
1 repetition
3 weeks
after first
task
Task repetition increased A (form
recognition and controlled production)
on immediate post...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Riding the digital wilds: Learner autonomy and informal language learning
-
...ross cultures. A useful starting point for exploring learner
autonomy in any instructional setting is, as Holliday (2003) suggests, to discuss those examples of
autonomous learning behavior already ...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Fan translation of games, anime, and fanfiction
-
...cross the world who passionately enjoy reading fiction and who share their
thoughts, feelings, and positions about it. Fanfictioners learn language implicitly, since they gain access to
realia throu...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
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