- Reading and grammar learning through mobile phones
-
...Feng, & Shen, 2009; Grosseck & Holotesch, 2008).
In order to appeal to a majority of first-year students, whose average knowledge of English is at a pre-
intermediate level, all the materials were wr...
by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Effects of learner uptake following automatic corrective recast from Artificial Intelligence chatbots on the learning of English caused-motion construction
-
...Feng, 2023). Researches
demonstrate that AI chatbots can provide ceaseless pedagogical interventions to learners’ utterances,
leading to improved learner uptake and L2 development (Ai, 2017; Heift, ...
by Rakhun Kim
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- The Effects of Text-Based SCMC on SLA: A Meta Analysis
-
...Feng Chia University
As various means of computer mediated communication (CMC) have been incorporated
within language classrooms over the past two decades, it has become important to
critically und...
by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013
- Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing
-
...feng, 2003; Kennedy & Miceli, 2001; O’Sullivan, 2007; Sun, 2003). Many
researchers have argued that corpus-based activities give learners more control over their language
learning process, which in ...
by Hyunsook Yoon, JungWon Jo
in Volume 18 Number 1, February 2014
- 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
- Microblogging Activities: Language Play and Tool Transformation
-
...Feng & Shen, 2009). Other studies have focused on
whether Twitter can be a useful forum for generating input, output, and interaction with students,
instructors and native speakers (Antenos-Conforti...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Twitter-based EFL pronunciation instruction
-
...Feng, &
Shen, 2009). Twitter can also be used to make students communicate with native speakers or peers (Liu et
al., 2013) as well as professionals in the field (Dunlap & Lowenthal, 2009). Twitter ...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- 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
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...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
- Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
-
...Feng, 2024; Satar, 2020): “Every mode offers its own distinct
route to learning” (Bezemer & Kress, 2016, p. 61).
While this understanding of multimodality is widely applied in studies, it also has ...
by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.