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Showing 361 - 370 results of 390 for Li

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...lized as PREs. This study developed a coding scheme based on Timpe-Laughlin et al.’s work (2021), supplemented by Chen and Lin (2021). PREs were categorized into explicit and implicit dimensions. Th...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
...litude needs to be kept within a certain limited range. If the amplitude exceeds an upper limit, the signal is clipped and the signal analyzer cannot extract all of the relevant features. If the ampli...

by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998

Considerations in developing or using second/foreign language proficiency computer-adaptive tests
...liability, validity, and utility of L2 CATs; may help developers fashion more valid, reliable, and authentic L2 CATs; and might familiarize CAT score users with some the complexities involved in inter...

by Patricia A. Dunkel
in Volume 02 Number 2, January 1999

Building the porous classroom: An expanded model for blended language learning
...life. The coronavirus pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives turned upside down. Many have lost their livelihoods, as busine...

by Robert Godwin-Jones
in Volume 24 Number 3, October 2020

Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
...liability, convergent validity, and discriminant validity. Table 1 presents an example item for each motivational construct (see Appendix S1 in the Supplementary Material online for the full questio...

by Hyun-Bin Hwang
in Volume 30 Number 1, 2026

A protocol for evaluating AI chatbots’ capabilities for low-resource language teachers
...linguistic quality (e.g., grammar, word choice, coherence), task completion, and task usefulness. For linguistic quality, the Likert scale choices ranged from “Very poor: error-ridden, nonsensical, ...

by Nicholas Swineheart, Phuong Nguyen, Ellen Yeh
in Volume 29 Number 1, 2025

Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
...lity of L2 writing (Min, 2006; Van Waes & Leijten, 2015). Hence, in order to compensate for their limited language proficiency, L2 learners often utilize various online resources, such as online dic...

by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022

Investigating the types and use of feedback in middle-school English language learners’ academic writing
...lies in explicit instruction of academic English language and literacy skills for students (Pereira & de Oliveira, 2015; Uccelli & Phillips Galloway, 2017). Although much research has emerged on aca...

by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024

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

E-mail and word processing in the ESL classroom: How the medium affects the message
...lion living and many foreigners living in the US. (EM) In contrast, text-initial contextualization does not assume the same kind of familiarity with concepts referred to as is illustrated in the follo...

by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001