- The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education
-
...linger Publishers.
Johnson, M. (1999). CALL and teacher education: Issues in course design. CALL-EJ Online, 1(2).
Retrieved November 26, 2001, from http://www.clec.ritsumei.ac.jp/english/callejonline/...
by Joy Egbert, Trena M. Paulus, Yoko Nakamichi
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...liares, etc.? ¿Y en su vida personal?
(In what ways do the new technologies
influence your professional life or the life of
your classmates and families? And your
personal life?
(3) ¿Permiten las nuev...
by Lina Lee
in Volume 08 Number 1, January 2004
- LITERALIA: Towards developing intercultural maturity online
-
...LITERALIA: Towards Developing Intercultural Maturity Online
Language Learning & Technology 152
The LITERALIA project supported learning in four languages: English, German, Italian, and Polish. The...
by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Podcasting for language learning through iTunes U: The learner’s view
-
...lised listening experience, as users can choose when and where to listen and what to listen to,
when to pause, rewind, speed up or slow down a recording, or engage in repeated listening. Podcast
res...
by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Applying form-focused approaches to L2 vocabulary instruction through podcasts
-
...lined or trivialized (Ellis, 2008; Ellis, Basturkmen, & Loewen, 2001; Williams, 2005). There is
now a strong consensus that second language (L2) instruction should also incorporate a form-focused
co...
by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016
- Vocabulary learning and retention through multimedia glossing
-
...lies, butterflies, beetles, wasp,
bumblebees, and even ants can also pollinate plants. Very few flowers are dependent on a single insect
species, although no other pollinators are as effective as ar...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- Embodied interaction: Learning Chinese characters through body movements
-
...libali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: a
lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204.
Vrellis, I., Moutsioulis, A., & Mik...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- AI-assisted English learning: A tool for all or only a select few?
-
...lish Achievement, 2 = Home English Environment, 3 =
Pre-school English Experience, 4 = Post-school English Experience, 5 = Interest in English, and 6 = Confidence in
English. Class labels are positi...
by EunJung Kim
in Volume 29 Number 1, 2025
- Exploring AI-Generated text in student writing: How does AI help?
-
...lish Teacher (NET); CMT School’s English panel head; and a postgraduate student researching EFL
writing. To establish reliability in human scoring, the NET prepared a scoring rubric (see Appendix A) ...
by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Automated versus peer assessment: Effects of learners' English public speaking
-
...listening (Rahimi & Abedini, 2009), and speaking (Zhang et al., 2020). Zhang et al.
(2019b) defined EPS self-efficacy as learners’ confidence in their ability to successfully deliver an English
publ...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.