- From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
-
...matter.
3.92 0.83 4.54** 0.51
9. I can integrate online materials into teaching the subject
matter.
3.96 0.69 4.63* 0.49
10. I can use appropriate technologies for teaching specific
subject ma...
by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
-
...man-Hager, 1997; Duquette, Renie, & Laurier, 1998; Groot, 2000; Hulstijn, 2000; Laufer & Hill, 2000;
Lyman-Hager & Davis, 1996; Lyman-Hager, Davis, Burnett, & Chennault, 1993; Plass, Chun, Mayer, &
...
by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...mance,
or develop strategies for making the task manageable, maintain their focus on the goal of the task,
foreground important elements of the task, discuss what needs to be done to solve specific ...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Computer-mediated corrective feedback and the development of L2 grammar
-
...may benefit grammar development due to the type of
information the corrective feedback provides the learner and the depth of processing this information may
promote (Panova & Lyster, 2002). Accordin...
by Shannon Sauro
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
-
...mar
teaching component in the English academic writing class. The short grammar handbook and Grammar
Clinic assignment review may not give students a sense of formal grammar learning.
The questionn...
by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Using peer computer-mediated corrective feedback to support EFL learners' writing
-
...may support students when receiving peer-corrective
feedback in a manner that may aid them more in the development of their writing performance. Despite
the fact that some studies were conducted on ...
by Ali AbuSeileek, Awatif Abualsha'r
in Volume 18 Number 1, February 2014
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...mar use. When
students discover grammatical mistakes in their posts, they tend either to revise them before posting the
messages or to make an extra post correcting their errors (Yamada, 2009). Edmo...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Developing intercultural competence through study abroad, telecollaboration, and on-campus language study
-
...mains, and some ambiguity remains regarding its features. Koester and Olebe (1988) characterized the
behavioral domain as including respect, interaction management, and tolerance of ambiguity, wherea...
by Juhee Lee, Jayoung Song
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...may have merely skimmed the texts and thus made
fewer gains; others may have read and reflected on them in greater detail and made greater gains. Because
it is not possible to skim a video for its g...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- Communication topics and strategies in e-mail consultation: Comparison between american and international university students
-
...mail to faculty: asking for help, making excuses, making requests, and phatic
communication, which is not "intended to carry real information but rather [is] used to maintain …
relationships" (p. 12...
by Sigrun Bisenbach-Lucas
in Volume 09 Number 2, May 2005
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