Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 421 - 430 results of 715 for He

Twitter-based EFL pronunciation instruction
...he study from their teachers, although the latter did not take part in the study and the participants were not the researchers’ students either. Participants volunteered to take part in the study, fo...

by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016

A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
...her.) Esther: When you read a word, you cover the latter letters and sound the beginning sound, then the middle sound and say the two sounds together, and then add up the ending sound and say them t...

by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Review of Teaching English Language Learners through Technology
...he concepts can easily be used beyond these geographical boundaries. The authors themselves state in the introduction that the book is intended for practitioners in all content areas, and the book i...

by Jesús Garcia Laborda, Mary Frances Litzler
in Volume 15 Number 2, June 2011

Review of Language Learning with Technology: Ideas for Integrating Technology in the Classroom
...help the teacher using technology to diagnose and evaluate what the student has learned and where they are in the learning process. The activity of E- Portfolio Archive and Showcase, for example, is...

by Nancy Montgomery
in Volume 18 Number 1, February 2014

Multilevel language tests: Walking into the land of the unexplored
...he questions are in the same order as the information they hear in the recording Reading Part 1. Understand the organizational and lexical features of the text (A1). Understand coherence and cohe...

by Jesus García Laborda, Miguel Fernández Álvarez
in Volume 25 Number 2, June 2021

MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
...hers did not want to even try the mobile platform because they felt their surroundings when using the mobile would be inappropriate for study, I then wonder whether learning activities could be design...

by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Technique efficacy when using a student response system in the reading classroom
...he question individually using their assigned Plickers card. 4 The teacher reveals the anonymous responses of the class as a whole. 5 The teacher comments on the performance of the whole class, high...

by David Kent
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Integrating semiotic resources in CALL activity designs
...hers approached the design of their CALL activities from the three levels of the SLA framework proposed by the Douglas Fir Group (2016). Specifically, we examined the ways participants justified the...

by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
...he author of the essay discussed, whereas there was no one individual dominating the floor in the same type of discussions on the computer. As a result, the researchers claim, the quality and effica...

by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Smartphones and language learning
...hes they themselves encountered in their education. They therefore propose a mobile-delivered MOOC for language teachers. This might help them rethink the use of MALL activities. Having teachers the...

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