- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Feng & Webb, 2020; Peters & Webb, 2018; Pujadas &
Muñoz, 2019), and studies of comprehension of audio-visual input concur: the higher the proficiency
level and/or the larger the vocabulary knowled...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
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...Feng, 2004). In the past two decades, a
plethora of projects have been conducted to digitally connect learners of foreign languages with native
speakers in the target culture. Reported findings fro...
by Li Jin
in Volume 17 Number 2, June 2013
- The types and effects of peer native speakers’ feedback on CMC
-
...Feng, 2009). To allow students to develop their skills during the pre-writing stage, a number
of forums were designed (See Table 1 for details). In the case of the writing and post-writing stages a w...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors
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...Feng F. (2017). VILLAGE – Virtual Immersive Language Learning and Gaming
Environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–450.
https://doi.org/10.1111/bjet....
by David Kent
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Item-level learning analytics: Ensuring quality in an online French course
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...Feng, M., & Means, B. (2012). Enhancing teaching and learning through educational
data mining and learning analytics: An issue brief. U.S. Department of Education, Office of
Educational Technology. ...
by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- EFL students' self-directed learning of conversation skills with AI chatbots
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...Feng, F. (2017). VILLAGE—Virtual immersive language learning and gaming
environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–
450. https://doi.org/10.1111/bjet.1...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
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...Feng, H. H., & Chukharev-Hudilainen, E. (2019). The affordances of process-tracing
technologies for supporting L2 writing instruction. Language Learning & Technology, 23(2), 1–11.
https://doi.org/10...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- L2 learners’ engagement with automated feedback: An eye-tracking study
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...Feng, R., & Hua, Y. (2021). How effectively can EFL students use automated written corrective
feedback (AWCF) in research writing? Computer Assisted Language Learning.
https://doi.org/10.1080/095882...
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Partnering with AI: Intelligent writing assistance and instructed language learning
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...Feng, R., & Hua, Y. (2021). How effectively can EFL students use automated written corrective
feedback (AWCF) in research writing?. Computer Assisted Language Learning, 1–20.
https://doi.org/10.1080...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Negotiation of meaning via virtual exchange in immersive virtual reality environments
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...Feng, F. (2017). VILLAGE–Virtual immersive language learning and gaming
environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–450.
Wang, Y., & Tian, J. (2013). N...
by Hsin-I Chen, Ana Sevilla-Pavón
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL