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Review of Technology-assisted language assessment in diverse contexts: Lessons from the transition to online testing during COVID-19
...longevity of those assessments in a UK English for Academic Purposes (EAP) context. The authors mention that since test-takers are likely unfamiliar with the online platform, delivering a test onlin...

by Mina Hashemi
in Volume 28 Number 1, 2024

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

Review of Deconstructing Digital Narratives: Young People, Technology, and the New Literacies
...long time in coming: ten years, to be precise. This book, edited by Michael Thomas, is an unprecedented assemblage of critical scholarly perspectives on the digital native, a concept contraposed to ...

by Mark Evan Nelson
in Volume 16 Number 3, October 2012

Review of WorldCALL: Sustainability and Computer-assisted Language Learning
...long-standing emphasis on equity and access, the association’s fourth conference, held in Scotland in 2013 and from which the volume’s 18 papers are drawn, took as its theme Sustainability and Compu...

by Sarah Pasfield-Neofitou
in Volume 20 Number 3, October 2016

Review of LearningBranch
...long (see Figure 3). There are three types of Assessments: • In Normal assessments, Learners can open activities only once. They progress in sequence from item to item. Feedback and scores are hid...

by Jack Burston
in Volume 23 Number 2, June 2019

Review of Project-based language learning and CALL: From virtual exchange to social justice
...long-term PBLL projects. In Chapter 5, Nami looks at how PBLL in synchronous learning environments in a higher education writing course can enhance Iranian students’ consciousness and knowledge of ...

by Hiba B. Ibrahim
in Volume 26 Number 1, 2022

Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
...long investigation of syntactic downgraders1 did not reveal differences in outcomes between implicit and explicit feedback types. Similarly, no differences between implicit and explicit feedback wer...

by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
...long a scale of proximity. This scale is defined in terms of the selective participation and circumstances that define the textual occasion (Halliday & Hasan, 1976, p. 37). Demonstrative reference is ...

by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning