- Ecological affordance and anxiety in an oral asynchronous computer-mediated environment
-
...feedback from the teacher and anxiety from comparisons to classmates’ L2
abilities. This study is important in that it directly measures FLA in an ACMC context and explores
qualitatively the student...
by Levi McNeil
in Volume 18 Number 1, February 2014
- Sharing a multimodal corpus to study webcam-mediated language teaching
-
...feedback, etc.) while using the semiotic resources at their disposal (their voice,
facial expressions, gestures) in the specific context of a webconferencing-based interaction.
I suggest that a corp...
by Nicolas Guichon
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...feedback. Two types of feedback were compared,
computer-generated only or elaborative feedback from an instructor. The system was pilot
tested by 95 university students using classroom laptops. Scor...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Effect of using texting on vocabulary instruction for English learners
-
...feedback
via SMS.
Paper-based
equivalent
exercises in class
and teacher
feedback
Self-developed pre-
tests on 50 target
words with ICRT,
KR-20 = .79 (pilot
test)
Self-developed
multiple ch...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Review of Task-Based Language Learning and Teaching with Technology
-
...feedback with more objective, video-based self-assessments and the support of a community of
peers. Qualitative data from the study showed, however, that even technology-enhanced reflection can fall ...
by Jim Ranalli
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Review of Creating effective blended language learning courses: A research-based guide from planning to evaluation
-
...feedback that richly enhance or compliment the online
component. The authors state that the reasons for choosing BLL courses over traditional or fully online
courses are context specific. In other w...
by Ayşen Tuzcu
in Volume 25 Number 2, June 2021
- Review of SMART CALL: Personalization, contextualization, & socialization
-
...feedback. Several aspects of learning satisfaction were measured, including convenience,
access, motivation, learning efficiency, and effectiveness. The authors found that most participants favored
...
by Andrias Susanto, Sinem Sonsaat-Hegelheimer
in Volume 27 Number 1, 2023
- Student Technology Use in a Self-Access Center
-
...feedback was a key factor in determining
frequency of use and more training, support, and awareness of materials for learners. Deepwell and Malik
(2008) used a case study approach to explore 250 Eng...
by Joachim Castellano, Jo Mynard, Troy Rubesch
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- From the Editors
-
by Mark Warschauer, Dorothy Chun, Pamela DaGrossa
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- From the editors
-
...feedback
or suggestions you might have. Our journal remains free and free from advertisements
due to the University of Hawai‘i NFLRC’s and Michigan State University CLEAR’s
continued financial support...
by Mark Warschauer, Dorothy Chun, Pamela DaGrossa
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages
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