- Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks
-
...Winke & Koné,
2023). As we enter another technological shift in the realm of GAI, we should be open to being adept and
creative in serving the needs of students, especially in their writing processe...
by Dan Song, Alexander Fukin Tang
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Review of Technology-Mediated TBLT: Researching Technology and Tasks
-
...Winke) reports on a project that takes place among advanced level Chinese learners in the
U.S. The aim was to introduce task-based, formative assessments of spoken language, designed by the
author t...
by Pia Sundqvist
in Volume 19 Number 2, June 2015
- Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
-
...Winke et al., 2010). This increased focus on linguistic information may have
further contributed to the overall effectiveness of multimodal recasts.
It is also worthwhile to discuss how recasts in ...
by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024
- 20 years of technology and language assessment in Language Learning & Technology
-
...Winke & MacGregor (2001). Hot
Potatoes is a free online authoring suite with templates for six types of quizzes, which can be
administered online, integrated into a content management system, or off...
by Carol A. Chapelle, Erik Voss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Winke, P., Isbell, D. R., & Ahn, J. (2019). How captions help people learn languages: A
working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84–104.
https://doi.org/10125/44684...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Technology and the four skills
-
...Winke, Gass, and Sydorenko (2010) confirmed the positive vocabulary and comprehension effect for L2
captioning with Arabic, Chinese, Spanish, and Russian learners.
Other technological options abound...
by Robert Blake
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Integrating semiotic resources in CALL activity designs
-
...Winke, 2013). Finally,
multimedia, which can be defined as the integration of text, video, sound, graphics, and animation
(Asthana, 2008), comprised images, videos, audio, and/or animation that part...
by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- How do learners use a CALL environment? An eye-tracking study
-
...Winke et al., 2013) and how the
potential differences in word processing in captions affects vocabulary uptake (Montero Perez et al.,
2015). However, within research on the use of CALL / multimodal ...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Qualitative research in less commonly taught and endangered language CALL
-
...Winke, Goertler, & Amuzie, 2010).
Qualitative Research Examples in LCTL and EL CALL
Qualitative research can provide insights into important aspects of CALL in LCTL and EL contexts. The
vast majority...
by Monica Ward
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- The use of lexical complexity for assessing difficulty in instructional videos
-
...Winke et al., 2010), and learning new grammatical
structures (Lee & Révész, 2018). However, the difficulty of a video must be appropriately aligned with a
learner’s ability in order to be effective ...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
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