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Showing 441 - 450 results of 874 for Task-based Learning and Teaching

Asynchronous group review of EFL writing: Interactions and text revisions
...and synchronous (Chang, 2012) as well as face-to-face and synchronous modes of peer review (Liu & Sadler, 2003). Learners seek explanations and justifications and express agreement and disagreement ...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017

Review of Multilingual Corpora and Multilingual Corpus Analysis
...andard German, and Ladin. The production data is comprised of recorded and transcribed medical interactions between dialect-speaking patients and standard-German-speaking physicians, and is manually...

by Nina Vyatkina
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

CALL in the Year 2000: Still developing the research agenda
...and collaborative learning How can computer-assisted activities be designed to promote learning through collaboration? How can collaborative computer-assisted language learning activities be...

by Carol Chapelle
in Volume 03 Number 1, July 1999

Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
...andarin only 1 non-Mandarin only 1 Mandarin and non-Mandarin 2 / 22 (9%) 2 non-Mandarin only 2/9 (22%) 2 Mandarin and non- Mandarin Multilingual experience At least** 6 (21%) with non- ...

by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Building the porous classroom: An expanded model for blended language learning
...and, that translates into the incorporation of social and global concerns in teaching and learning. On the other, it can mean reaching out to local and remote communities and cultures to enrich lear...

by Robert Godwin-Jones
in Volume 24 Number 3, October 2020

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...Learning & Technology 133 hand, marking has no significant effect on vocabulary learning: F (1,58)=3.70, p >.05. On the other hand, time and reading task do have a significant effect on vocabulary l...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Review of Researching Online Foreign Language Interaction and Exchange: Theories, Methods, and Challenges
...and gestures are more often described in relation to spoken and written language and not as separate meaning making and communication modes in their own right. According to Dooly and Hauck, explorin...

by Linda Bradley
in Volume 18 Number 1, February 2014

Language teachers’ professional role identities and classroom technology integration
...teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 817–836). Routledge. http://dx.doi.org/10.4324/9780203836507.ch49 Nach, H. (2015). Ide...

by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025

Review of CALL Research Perspectives
...learning, and genetic analysis. Warschauer reviews previous research on classroom learning, out- of-class learning, and, most interestingly, cross-cultural learning in light of these three concepts. T...

by Jesús García Laborda
in Volume 11 Number 2, June 2007

Teaching languages online: Professional vision in the making
...and 26% for over 10 years, while 19% have been teaching online 6 to 10 years, and 14% 1 to 2 years and 7% (12 participants) - less than a year. Figure 1. Years of teaching languages and teaching l...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020