- Extended reality (XR) in language learning: Developments and directions
-
...listic and
lifelike, and that it evoked feelings of discomfort and intensity; this prompted them to engage in mediation,
putting newly learned skills into practice in the post-task. Unlike more trad...
by Mark Pegrum, Yu-Ju Lan
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Effects of mobile-assisted language learning on foreign language learners’ speaking skill development
-
...lish secondary 40 (20/20) 4
10 Ko & Lim (2022) Korean FL English secondary 107 (56/51) 4
11 Lan & Lin (2016) Thai FL Chinese tertiary 34 (18/16) 4
12 Liakin et al. (2017) English L2 French tertiary...
by Rui Li
in Volume 28 Number 1, 2024
- Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
-
...litating students’ development of grammatical knowledge and error correction (Sauro,
2009; Shintani, 2015). However, the true potential of LMS applications in WCF lies in their ability to
enhance fe...
by Jining Han
in Volume 28 Number 1, 2024
- Announcements and news from our sponsors
-
...Li, Mimi Li, Hui-
Chuan Liao, Jian Liao, Meei-Ling Liaw, Anthony Liddicoat, Huifen Lin, Shumin Lin, Hsien-Chin Liou,
Sarah Liu, Barbara Loranc-Paszylk, Andreas Lund, Paul Lyddon, Ines Martin, Anne Mc...
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Augmented reality technology in language learning: A meta-analysis
-
...lity of smartphones and tablets and the affordability of handheld
devices, which include portability, social interaction, context sensitivity, connectivity, accessibility, and
personalization (Reind...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Autonomous Language Learning
-
...lish after falling for a Norwegian girl (like a Rosetta Stone ad come true). Murray highlights
the role of imagination in the process. Both Gao and Murray’s learners imagine a second self (in Zhang’s...
by Robert Godwin-Jones
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- The evolving roles of language teachers: Trained coders, local researchers, global citizens
-
...lications, is LiveCode, which like Scratch, uses an easy-to-follow, English syntax. In
fact, anyone old enough to have done any work in HyperCard will feel quite at home with LiveCode, as it
is base...
by Robert Godwin-Jones
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Computerized dynamic assessment of implicature comprehension in L2 Chinese
-
...lization. As noted earlier, dynamic
assessment is concerned with responsiveness to mediation, including one’s ability to recontextualize newly
formed or further developed abilities to new contexts a...
by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...lish placement test administered by the university. Only those who achieved the
intermediate-advanced English proficiency level (roughly equivalent to CEFR B2) in the test were eligible
for enrollin...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Moving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot
-
...lity in terms of their human-like qualities (Lee et al., 2023), thus
overcoming the limitations of chatbots based on earlier technologies (e.g., unable to comprehend users’
input) (e.g., Gallacher e...
by Dongkwang Shin, Jang Ho Lee
in Volume 28 Number 1, 2024
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