- Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
-
...feedback (Sherwood, 1981) and conversational turns (Egan & LaRocca, 2000) to
unanticipated learner interactions, and the automated generation of exercises with spoken language
support (de Pijper, 19...
by Zöe Handley, Marie-Josée Hamel
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Review of Working Portuguese for Beginners
-
...feedback in form of an answer key or a rubric. Quia allows students to resubmit their
assignment multiple times, but instructors can determine the number of attempts made, as well as the
grading optio...
by Vivan Flanzer
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Review of Autonomous language learning with technology beyond the classroom
-
...feedback, and discourse analysis in Foreign Language Annals, Hispania,
CALICO Journal, Language Awareness, Language Learning & Technology, ReCALL, System, and
International Journal of Computer-Assis...
by Lina Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Review of Learning Languages through Technology
-
...feedback to help
students. She describes the importance of helping students identify errors with the use of colour codes and
the use of e-mail as a communication tool. Future developments are the us...
by Carmen Tomas
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Review of The handbook of technology and second language teaching and learning
-
...feedback in SLA are largely ignored. Another point is that the handbook would have been
stronger if a list of illustrations, a list of abbreviations, and a glossary—usually integral parts of referenc...
by Hong Diao
in Volume 22 Number 3, October 2018
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
-
...feedback in pronunciation
development (Martin & Sippel, 2021). iCPRs are delivered through Microsoft PowerPoint, making them
easily accessible for learners. They include training on both segmental a...
by Ines A. Martin
in Volume 27 Number 1, 2023
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...feedback that they need, recent research illustrates that ICALL systems can provide effective individual
learning support in such school contexts (Chen & Meurers, 2019; Choi, 2016; Heift, 2019; Meure...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- Review of La Chaise Bercante
-
...feedback is provided, and students can repeat
exercises as often as needed. Teachers who follow more communicative approaches, however, would
need to supplement these materials with exercises that pro...
by Lara Lomicka
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Review of Language-Learner Computer Interactions: Theory, Methodology, and CALL Applications
-
...feedback to learners. Readers who are new to this research tool and who desire to use it in
their own study would highly benefit from this chapter, as it offers a great deal of practical advice, incl...
by Jooyoung Lee
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...feedback, and modified output, learners
develop their grammatical competence and expand their L2 lexicons (e.g., Blake, 2000; Pellettieri, 2000).
While these findings on linguistic features have offer...
by Lina Lee
in Volume 08 Number 1, January 2004
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