- MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
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...and
paper would be laborious and fiddly; in contrast, drag and drop, automatic refreshing of the activity and
answer checking, and the conceits of lives and scores could encourage rapid and repeated p...
by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- L2 learners’ engagement with automated feedback: An eye-tracking study
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...and provision of multiple teaching and writing aids. As such, AWE holds great potential to
meet the growing needs for online writing support in the current global pandemic and post-pandemic
educatio...
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- News from our sponsoring organizations
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...and the
skills you will need to create a project. Learn about the elements of high quality, rigorous PBLL and
explore PBLL’s connections with pragmatics, task-based language teaching, and performanc...
in Volume 22 Number 1, February 2018
- Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment
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...learning gains would be expected if the learning task involved the understanding of
concepts that concern motion and trajectory and if the animated visuals are integrated to enhance learning.
The in...
by Huifen Lin, Tsuiping Chen
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Review of Handbook Of Automated Essay Evaluation: Current Applications And New Directions
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...and the teaching of writing. Following a literature review of
research on teaching and assessing writing, Elliot and Klobucar, in Chapter 2, examine models of writing
constructs and report case stud...
by Li Zhang
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Teaching languages online: Professional vision in the making
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...and 26% for over 10 years, while 19% have been teaching online 6 to 10 years, and
14% 1 to 2 years and 7% (12 participants) - less than a year.
Figure 1. Years of teaching languages and teaching l...
by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
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...anding of one's teaching practices, the impact on student learning, and to optimize one’s own
Aleksandra Wach, Shannon Tanghe, and De Zhang 5
teaching practices (Sharkey et al., 202...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Games in language learning: Opportunities and challenges
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...learning and pedagogy:
Game-enhanced and game-based research and practice. In H. Reinders (Ed.), Digital games in language
learning and teaching (pp. 32–49). Basingstoke, UK: Palgrave Macmillan.
Ry...
by Robert Godwin-Jones
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
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...and awareness in foreign language learning and teaching (pp. 259–302).
Honolulu: University of Hawai‗i Press.
Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts and L2 learning. ...
by Bryan Smith
in Volume 16 Number 3, October 2012
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
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...learning from mistakes and (b) certain
combinations of factors (Manner of study and Type of feedback) can have significant beneficial effects on
students' learning outcomes. Both educators and stude...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
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