- Quantity and diversity of informal digital learning of English
-
...Yang (2015)
have suggested that mobile learning in informal contexts (e.g., outdoors) may not have substantially better
effects on listening and reading skills than learning in formal contexts (e.g....
by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...Liu, 2003), and others that have investigated the developmental radical awareness among adult
nonnative learners of Chinese across learning levels (Shen, 2000; Shen & Ke, 2007). In line with this
argu...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...Liu, J. (2008). Dictionary use and English vocabulary acquisition: A contrastive study of paper
dictionaries and palmtop electronic dictionaries. Journal of Suihua University, 1, 117–118.
Liu, J., Y...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Design principles and architecture of a second language learning chatbot
-
...Yang, Dongkwang Shin, and Jang Ho Lee 11
pilot with high school and elementary school students on the three initially developed chatbot-based tasks
have been reported elsewhere (see Yang ...
by Heyoung Kim, Hyejin Yang, Dongkwang Shin, Jang Ho Lee
in Volume 26 Number 1, 2022
- Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
-
...Yang, 2021). This evident interest in coded WCF is unsurprising given the potential
of this approach to promote problem solving, reflection, and self-learning among students (Ferris, 2010).
Research...
by Jining Han
in Volume 28 Number 1, 2024
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...Liu, City University of Hong Kong
Chun Lai, The University of Hong Kong
Tan Jin, South China Normal University
Abstract
Automated Writing Evaluation (AWE) systems have been found to enhance the ac...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Teacher engagement with automated text simplification for differentiated instruction
-
...Liu, City University of Hong Kong
Yishi Jiang, Shanghai Jiao Tong University
Chun Lai, The University of Hong Kong
Tan Jin, South China Normal University
Abstract
Differentiated instruction is m...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Bridging the communication divide: CMC and deaf individuals’ literacy skills
-
...Liu, Chou, Liu, & Yang, 2006). Deaf students also report their
experiences with CMC to be positive (Schirmer & Ingram, 2003), especially in the “quality and quantity
of their interactions” (Long, Vi...
by Carrie Lou Garberoglio, Duncan Dickson, Stephanie Cawthon, Mark Bond
in Volume 19 Number 2, June 2015
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Yang 2006 MSN DN M IN L IH
Yang 2011 E-meeting JA M BO N/A STD
Yanguas 2012 Skype JA S IN P IH
Zheng 2010 Chatroom TH M IN M IH
Zhou 2009 Blog TH M N/A N/A IH
Notes: 1 Researcher-developed plat...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Investigating pragmatic learning opportunities and outcomes in different SCMC modes
-
...Yang & Liu, 2021), this result revealed a negative influence of
Implicit PREs on request-making learning outcomes. It indicates that Implicit PREs were a relatively
passive pragmatic interaction ind...
by Yuchen Peng, Yuhong Lei
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.