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Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
...lity, PL is often associated with intelligent or context-aware design (e.g., Lin & Lin, 2019; Stockwell, 2007). Such intelligent-design apps analyse student behaviour, recommend context-sensitive voc...

by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024

The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
...lined above. Formal lesson plan format Generic activity design • key learning objective/ outcomes explicitly outlined from outset (also tendency for confusion of implicit and explicit objectives...

by Cameron Richards
in Volume 09 Number 1, January 2005

Integrating technology into study abroad
...lish in Australia, a commercial product (English Central) was used with good results. It featured videos on situations and encounters students were likely to encounter. Instruction in English pragma...

by Robert Godwin-Jones
in Volume 20 Number 1, February 2016

Telecollaboration as an approach to developing intercultural communication competence
...line exchanges, as in the Soliya model (Helm, 2013), uses conflicting views on issues such as religion as a “central and productive source for learning rather than a debilitative stumbling block to ...

by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Manipulating L2 learners' online dictionary use and its effect on L2 word retention
...links on students' clicking behaviour, text comprehension, and word retention. Students were inclined to click more often on words in a text when visible hyperlinks were provided, but this more freq...

by Elke Peters
in Volume 11 Number 2, June 2007

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
...livery, linked to a single theme, directed at the same interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then used the criteria indicated in Table 2...

by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Twitter-based EFL pronunciation instruction
...lic Pay attention to the word CAtholic (católico). Spaniards tend to say caTHOlic, but the stress is on the first syllable! http://www.goear.com/listen/8000b73/catholic-bbc 7. Item: Archives ...

by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016

Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
...limited English exposure outside the classroom and linguistic differences between Arabic and English (Afzal, 2019; Altalhab, 2019). English instruction remains largely teacher-centered, emphasizing ...

by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025

Culture, culture learning and new technologies: Towards a pedagogical framework
...lia and Language Australia. Liddicoat, A. J., & Crozet, C. (Eds.) (2000). Teaching languages, teaching cultures. Melbourne: Applied Linguistics Association of Australia and Language Australia. Lind...

by Mike Levy
in Volume 11 Number 2, June 2007

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...lish language, multilingualism, and the politics of location. International Journal of Bilingual Education and Bilingualism, 12(3), 277–290. Liang, A., & McQueen, R. J. (1999). Computer assisted adu...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL