- Chasing the butterfly effect: Informal language learning online as a complex system
-
...open (or inexpensively available) online channels, most also accessible on
mobile devices, opens up countless opportunities for users to mix and match as never before tools, services,
media, and group...
by Robert Godwin-Jones
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Pronunciation development and instruction in distance language learning
-
...resources, involving lexical, morphological, and syntactic processing, than productions at the word
level, thereby possibly limiting mental resources to focus on pronunciation (Lee et al., 2015). Fur...
by Ines A. Martin
in Volume 24 Number 1, February 2020
- Review of Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera
-
...educational levels.
Chapter 4 is devoted to a telecollaborative project based on a pedagogical model for the implementation of
digital stories and carried out between students at the University of V...
by Lillian Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
-
...open but made no sound.”) and used
Transmart to translate it. A target sentence, “His hands trembled with the microphone, his mouth was open,
and no sound came out,” was generated. Cora, one of the ...
by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024
- Review of Focus on learning technologies
-
...open; and 3) integrative, integrated (e.g., Bax, 2003;
Warschauer, 1996). The author also notes a potential fourth stage related to the notion of connectivism
(Siemens, 2005).
Hockly then offers 10 s...
by Ai-Chu Ding
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Review of Tesoros: A Multimedia-Based Spanish Course on CD-ROM
-
...opens a window with the dialogue transcribed and
hyperlinked to information about lexical and grammatical features (see Figure 2).
Figure 2. Dialogue with hyperlinks to lexical and grammatical inf...
by Joseph Collentine
in Volume 06 Number 1, January 2002
- Personal learning environments
-
...OpenAjax Alliance - Architecture
• OpenAjax Alliance - Wikipedia, the Free Encyclopedia
• OpenACS Home
• OpenSocial
• IMS Learning Design Specification
• IMS Tools Interoperability Guidelines
by Robert Godwin-Jones
in Volume 13 Number 2, June 2009
- Contextualized vocabulary learning
-
...Educational Technology & Society, 16(4), 1–16.
Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese
vocabulary: Context of learning effects. Educati...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
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...educational practice. Educational Psychologist, 56(1), 54–77.
https://doi.org/10.1080/00461520.2020.1862657
Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroo...
by Hyun-Bin Hwang
in Volume 30 Number 1, 2026
- Playing the videotext: A media literacy perspective on video-mediated l2 listening
-
...open ourselves up to a wide range of possibilities (Table 1).
Table 1. Views of Literacy Related to CALL
Type Representative works
Computer literacy Corbel, 1997
Cyberliteracy Gurak, 2001
Electronic l...
by Paul Gruba
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
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