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Vocabulary learning and retention through multimedia glossing
...material presented in verbal form such as spoken texts or printed texts, and pictures represent static or dynamic pictorial materials such as illustrations, graphs, diagrams, maps, animations, or vi...

by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019

Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
...management tool. The course management tool included asynchronous threaded discussions as well as chat tools and an internal e-mail system. The format of the discussions in Critical Reading Skills and...

by Faridah Pawan, Trena M. Paulus, Semon Yalcin, Ching-Fen Chang
in Volume 07 Number 3, September 2003 Special Issue Distance Learning

Asynchronous forums in EAP: Assessment issues
...mathematician faces a problem, he/she tries to solve it no matter what the consequences are. The purity of Mathmatics depends on its completeness and integrity. Therefore mathematicians are commited...

by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Effects of DDL technology on genre learning
...many.” (Gr2_10_NS) “Overlaps [of steps and moves] are normal. To back up an idea or to make your claim stronger you may use the other steps like giving information from the previous work.” (Gr1_2_NN...

by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
...mathematics and Chinese. In the language portion of the study, 37 L1 Chinese primary school children played a Chinese character formation game (Chinese P-P) alternatively using a smartphone compare...

by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL

Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
...mal learning. Keywords: Systematic Review, Learner Autonomy, Computer-Assisted Language Learning, Informal Learning Language(s) Learned in This Study: Arabic, Chinese, English, French, German, Japa...

by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
...mar functions. Instead, much of the reading time focused on peer essays and informal e-mail communication. Some students may have felt that these reading models were less "legitimate" than those in th...

by Roseanne Greenfield
in Volume 07 Number 1, January 2003

Mode, meaning, and synaesthesia in multimedia L2 writing
...Mark: How did you come to connect/ did seeing this image give you any idea about what you were trying to say? Emma: I think the image reminded me. Mark: Say a little more about that. Emma: Like compar...

by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Computing the vocabulary demands of L2 reading
...matching learner level to text level other than self-selection. And they make no claims about how many stories at each level a learner would have to read to achieve mastery at that level, or what co...

by Tom Cobb
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

More than a linguistic reference: The influence of corpus technology on L2 academic writing
...main is often a major challenge for many of them. Grammar-focused instruction may not adequately prepare them for the linguistic demands of L2 writing. Therefore, L2 writing research and pedagogy sh...

by Hyunsook Yoon
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write