- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...changes (e.g., the sharing economy or collaborative
consumption). Arguably, a list of the way technology contributes to changes in social interaction could go
on ad infinitum.
Understandably, as th...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...changing the order of homework and classwork might be a
framed element in the flipped classroom. However, the format of the class can vary according to the context
and course (Fulton, 2012). Thus, t...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...Chang and Read (2006), as their study provided a clear blueprint on how to develop
a well-designed EFL listening assessment. Moreover, it gave insight into what factors support listening
comprehensi...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- Teaching indigenous languages: An essential reference
-
...change of scholarly research on teaching American Indian and other
indigenous languages; and
• to disseminate through the Internet and monographs recent research and thinking on best
practices to prom...
by Jean W. LeLoup, Robert Ponterio
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages
- Review of Brave New Digital Classroom: Technology and Foreign Language Learning
-
...changes in the computer-assisted language
learning (CALL) world (Chapelle, 2003; Chapelle & Douglas, 2006). Brave New Digital Classroom:
Technology and Foreign Language Learning grounds its advocacy...
by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009
- A conversation with Lara Lomicka and Liudmila Klimanova
-
...change the linguistic output, what we produce [as language speakers], how we say things. If there is a way for us to complement our language with visuals, with the semiotic resources that are availab...
in Language Learning & Technology Media
- Generalization of Computer Assisted Prosody Training: Quantitative and Qualitative Findings
-
...changed, even when the change was lexically relevant. This suggests that unanalyzed prosodic
patterns had been stored in memory and that learners had failed to generalize the information to new
exampl...
by Debra M. Hardison
in Volume 08 Number 1, January 2004
- Telecollaboration for content and language learning: A Genre-based approach
-
...change: State-of-the-art and the role of
UNICollaboration in moving forward. Journal of Virtual Exchange, 1(1), 1–23.
O’Dowd, R., & Lewis, T. (Eds.). (2016). Online intercultural exchange: Policy, ...
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...changes in reading performance. The three
6 Language Learning & Technology
measures included both oral and written tasks and required the students to process language at sublexical,
lexic...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Review of eSpindle Vocabulary & Spelling Program Online
-
...changes that meet the needs of additional groups of
learners and align with current language teaching methodologies which forefront context, relevance, and
learner-centered environments, thereby exp...
by Justin Olmanson
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
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