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Smartphones and language learning
...feedback, and to help functions which address technical, rather than pedagogical, issues. Poor instructional design is often cited as an issue, with unappealing user interfaces and confusing navigat...

by Robert Godwin-Jones
in Volume 21 Number 2, June 2017

From the editors
...feedback from their interlocutors. The study shows that text-based on- line chat resulted in noticing mistakes more than face-to-face conversations, especially with regard to the learners’ noticing o...

by Dorothy Chun, Irene Thompson
in Volume 10 Number 3, September 2006

Teacher engagement with automated text simplification for differentiated instruction
...feedback on source texts was collected by the researchers to shed light on how the two participants utilized the ATS feedback for text simplification. Teaching plans. Participants were invited to s...

by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Towards an instructional programme for L2 vocabulary: Can a story help?
...feedback sentence was created for each item, comprising both the target word and the correct response to the question. For example, for the target word thrust, the choice was between (A) push and (B...

by Peter Prince
in Volume 16 Number 3, October 2012

Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
...feedback to their students, without temporal or spatial restrictions. For instance, in a study that investigated how different instructional methods affect the learning process of character handwritin...

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

Games in language learning: Opportunities and challenges
...feedback in response to game events, player interactions, and speech input. Responses to that feedback engage the player in repeating, revising, and/or reformulating statements. Gameplay typically in...

by Robert Godwin-Jones
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

20 years of autonomy and technology: How far have we come and where to next?
...feedback and correction, and the balance between conversational activity and peer feedback as decided by the learners—were all identified as the means by which learners develop and exercise autonomy...

by Hayo Reinders, Cynthia White
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Technology-enhanced L2 instructional pragmatics
...feedback on the production of extended oral discourse, the authors developed computerized video simulations of requesting behavior that required students to produce oral responses to specific prompts...

by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Guest editor commentary
...feedback from his conversation partner. More recently, Chik (2014) has shown how game-external blogs and discussion forums also provide a site where informal language advising between members of gam...

by Christoph A. Hafner, Alice Chik, Rodney H. Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Announcements
...feedback, we would love to hear from you. Please email clear@msu.edu and let us know if you’re willing to be a technology guinea pig! NEWSLETTER CLEAR News is a free bi-yearly publication covering...

in Volume 18 Number 3, October 2014