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Showing 341 - 350 results of 424 for Learner Attitudes

A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
...learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading...

by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Twenty-five years of digital literacies in CALL
...learner autonomy, as discussed by Hafner and Miller (2011), who showed that learners making digital videos were “forced” to use their L2 (English) independently in researching and writing their scri...

by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Enhancing extensive reading with data-driven learning
...learners with higher levels of proficiency, its results among lower proficiency learners have been mixed—in part because some lower proficiency learners find the KWIC presentation of lexical items t...

by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Adolescent English learners’ language development in technology-enhanced classrooms
...learners. Owing to the limited training about teaching English learners that teachers who are not ESL teachers receive, English learners are often included in school-wide initiatives with little dif...

by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020

Digital-gaming trajectories and second language development
...learners of the same type and we contrast trajectories of learners of different types. Clustering and Pairwise Comparison As stated above, we identify research-relevant learner types by clustering ...

by Kyle W. Scholz, Mathias Schulze
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

L2 identity, discourse, and social networking in Russian
...learner role (form-focused and classroom-related activities) or the language user role (meaning-focused activities). However, unlike non-heritage American learners of Russian, our heritage learners fo...

by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Assistive design for English phonetic tools (ADEPT) in language learning
...learners and teachers (Hardison, 2014). Phonetic notation can serve as a component of pronunciation instruction to raise learners’ awareness and noticing of second-language (L2) sounds in an effort t...

by Maritza Medina González, Debra M. Hardison
in Volume 26 Number 1, 2022

Applying form-focused approaches to L2 vocabulary instruction through podcasts
...learners, especially beginner learners, have a limited capacity to process the L2 and have difficulty attending to meaning and form simultaneously. Therefore, they will prioritize meaning over form ...

by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016

Embodied interaction: Learning Chinese characters through body movements
...learners. From the learner’s point of view, embodied interactive learning can be categorized into two genres. One genre is passive embodiment, in which a learner watches body movement made by others...

by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020

Ecological affordance and anxiety in an oral asynchronous computer-mediated environment
...learners’ analytic and metacognitive skills and accuracy, while also allowing learners to use intonation, stress patterns, and expressive vocalization. Situating the learner in an environment with ...

by Levi McNeil
in Volume 18 Number 1, February 2014