- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...long been marginalized in FL instruction (Derwing & Munro, 2005), losing
out to the more prominent vocabulary and grammar instruction in integrated FL courses. For example,
Foote et al. (2016) repor...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...long-term
memory) to facilitate faster access subsequently (Barcroft, 2004; Ma, 2009).
To operationalise personalised vocabulary learning in our study, we accommodate students' different
vocabular...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- Augmented reality technology in language learning: A meta-analysis
-
...long time
(Chauhan, 2017). These findings suggest that language learners may benefit from integrating AR
applications as part of a long-term course.
Regarding students’ educational level, there wa...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- E-mail and word processing in the ESL classroom: How the medium affects the message
-
...longer
over the course of the study. In other words, the e-mail responses and the word-processed
essays are shorter for the first two topics, immigration and religion, and longest for the last
topic, ...
by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001
- Collaborative writing: fostering foreign language and writing conventions development
-
...longer
viewed as the only active agent of learning, the one who “deposits” knowledge into the learners; nor are
learners seen as the “depositories” of knowledge (Freire, 1970). Rather, the classroom...
by Idoia Elola, Ana Oskoz
in Volume 14 Number 3, October 2010
- Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
-
...long technology-enriched professional development
program. The teachers’ developing technological pedagogical content knowledge
(TPACK) and perceived computer self-efficacy are examined from their u...
by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Blog posts and traditional assignments by first- and second-language writers
-
...longer than
the L2 texts. The difference between the two text types (BLOG and ASGN) in the MANOVA was reliable
(F(4,69) = 6.25, p < .001, ƞ2p = .27). On average the ASGN texts were longer than BLOG ...
by Irina Elgort
in Volume 21 Number 2, June 2017
- Measuring oral proficiency in distance, face-to-face, and blended classrooms
-
...longitudinal study of Russian L2 learners shows quite conclusively that study
abroad—and, preferably, a yearlong program as opposed to a semester program—is a sine qua non for
reaching these more ad...
by Robert Blake, Nicole L. Wilson, Maria Cetto, Cristina Pardo Ballester
in Volume 12 Number 3, October 2008
- Integrating intercultural competence into language learning through technology
-
...long been seen as a fundamental component of language learning. While its importance is
universally recognized, there is no consensus on what the term encompasses, how culture should be
integrated i...
by Robert Godwin-Jones
in Volume 17 Number 2, June 2013
- Language testing tools and technologies
-
...long been an integral part of language instruction:
True False
2. Testing is used to... (check all that apply)
place students in appropriate instructional levels
assess learners' progress (for thems...
by Robert Godwin-Jones
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
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