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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

Review of Online world language instruction training and assessment: An ecological approach
...feedback, rubrics, and institutional culture shifts. In Chapter 4, Ramírez et al. focus on the skills needed by online language instructors. Following a brief introduction to some general CALL liter...

by Yaqian Zhang, Jason Fan
in Volume 28 Number 1, 2024

Review of Online Intercultural Exchanges: An Introduction for Foreign Language Teachers
...feedback, structuring interaction, and helping students maintain communication are very useful and would have been nicely supplemented with a discussion on how to help students interpret peer feedba...

by Dawn Bikowski
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Review of Innovations in flipping the language classroom: Theories and practices
...feedback from the teacher. Undoubtedly, the implementation is often easier said than done. The EFL flipped classroom is demanding for teachers since they must invest enormous amounts of time and ene...

by Yanli Jia, Liangping Wu
in Volume 24 Number 1, February 2020

Review of Project-based language learning and CALL: From virtual exchange to social justice
...feedback. Nami concludes the chapter by highlighting the importance of redefining writing instruction considering PBLL and synchronous online teaching along with the need for including training on P...

by Hiba B. Ibrahim
in Volume 26 Number 1, 2022

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

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

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

Call for papers for a special issue on Robot-assisted language learning: Recent trends and future directions
...feedback and creating a more immersive learning environment (Chen et al., 2022; Derakhshan, Teo, & Khazaie, 2024; Engwall et al., 2022). In response to the increasing interest in harnessing the pote...

by Ali Derakhshan, Haoran Xie
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

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