- Integrating technology into study abroad
-
...strong incentives
for integration that migrants experience (Block, 2007). One of the ways to compensate for this lack of
immediacy and necessity is to engage students through their own personal inte...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- Effects of web-based collaborative writing on individual L2 writing development
-
...strong in their
writing organization skills (based on pre-test), grammar writing skills (based on pre-test), or comfort with
technology (based on self-report). This choice was made based on the lite...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
-
...strong in L2 English; they were all frequent gamers and reported having learned vocabulary
through gaming. These studies underscore the importance of time spent gaming for learning, but they say
les...
by Pia Sundqvist
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Effect of using texting on vocabulary instruction for English learners
-
...strong love or loyalty.
She has cared for the poor with selfless devotion.
50 Language Learning & Technology
~~~~~quiz~~~~~~word game~~~~~~quiz~~~~~~word game~~~~~~quiz~~~~~~word game~~~~~
Do yo...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Agency to autonomy in mediated data-driven learning: A longitudinal study
-
...strong interest in art and design, had higher proficiency from living
abroad and described English as “fun and breezy” (interview, July 23, 2018). She nonetheless showed
gaps in formal grammar termi...
by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Strongly
disagree” to 5 “Strongly agree”. The Cronbach’s α values of the six dimensions (four on emotions and
two on CL) in both questionnaires, ranging from 0.710 to 0.880, all surpassed the conven...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...strongly influenced by misrecognitions and
interactional disruptions in the chatbot’s responses, and were accompanied by curiosity, satisfaction,
anxiety, frustration, confusion, disappointment, and...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- AI literacy in L2 writing and its association with L2 writing engagement
-
...strongly disagree”, 5 = “strongly agree”). The
questionnaire data were first screened for outliers, and normality was assessed based on skewness and
kurtosis. Afterward, the Kaiser-Meyer-Olkin (KMO)...
by Chenxi Du, Yingli Yang
in Volume 30 Number 1, 2026
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...strongly related to lexical learning (Craik & Lockhart, 1972), forming the basis for
many theories in Second Language Acquisition (SLA) research (Schmitt & Rodgers, 2020). However, most
studies on c...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
-
...strong (Haddock et al., 1998). We used an alpha level of p <.05 for
significance.
To ensure the validity of our analyses, we conducted diagnostic procedures, which included Shapiro-Wilk
tests for ...
by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024
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