Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 361 - 370 results of 693 for Long

Effects on learning logographic character formation in computer-assisted handwriting instruction
...long-term memory of Chinese characters (Tan, Spinks, Eden, Perfetti, & Siok, 2005). The role of character handwriting in L1 acquisition involves both tactile learning and neural processes. A Common...

by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012

Rethinking transfer: Learning from CALL teacher education as consequential transition
...long as you find a way to recharge your energy level, you can always come alive and you can still play. She concluded by saying, “I no longer feel frustrated about student mistakes. It’s all right ...

by Chin-chi Chao
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Qualitative research in less commonly taught and endangered language CALL
...long distances and did not have the chance to have face-to-face meetings with other students. The researchers wanted to know the students’ attitudes toward the course and the Virtually Finnish project...

by Monica Ward
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Big data and language learning: Opportunities and challenges
...longitudinal studies and use nonlinear methods of analysis (Lowie & Verspoor, 2015, p. 63) Both group studies and longitudinal case studies are necessary, to determine overall effectiveness of trea...

by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

ICALL offering individually adaptive input: Effects of complex input on L2 development
...long recognized the importance of providing second language (L2) learners with input that is appropriate to the learner’s current proficiency level (cf., e.g., the contributions in VanPatten & Willi...

by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022

Review of Technology-enhanced teaching and learning of Chinese as a foreign language
...long self-learning. The chapter concludes by summarizing some of the external factors that push educators toward implementing technology in the classroom. Frederick J. Poole 13 Chapter 2 focuses ...

by Frederick J. Poole
in Volume 23 Number 2, June 2019

Expert and novice teachers talking technology: Precepts, concepts, and misconcepts
...long course in using instructional technologies for language teaching. The two expert teachers were the focus of an earlier study (Meskill, Mossop, & Bates, 1999). Both were long-time teaching profess...

by Carla Meskill, Jonathan Mossop, Stephen DiAngelo, Rosalie K Pasquale
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education

"Missed" communication in online communication: Tensions in a german-american telecollaboration
...longer. As Wong (2000) suggests, for native and non-native speakers engaged in interaction of any kind, the possibility for miscommunication is already amplified, and therefore many learners choose ...

by Paige Ware
in Volume 09 Number 2, May 2005

Review of Issues in computer-Adaptive Testing of Reading Proficiency
...long, complicated and time-consuming one that can only be completed with the aid of content specialists, applied linguists, testing and measurement experts, computer professionals and great persistenc...

by Marisol Fernández-García
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Review of Language-Learner Computer Interactions: Theory, Methodology, and CALL Applications
...long and may be perceived as elusive, unless readers are already familiar with this theory; nonetheless, it lays a strong foundation for those who want to learn more about the theory. The latter is ...

by Jooyoung Lee
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching