- Announcements: News from sponsoring organizations
-
...feedback, placing them into new courses, and so forth. This book
provides a wide array of ideas, suggestions, and examples (mostly from Maori,
Hawaiian, and Japanese language assessment projects) to...
in Volume 16 Number 1, February 2012
- ICT4LT - Information and Communications Technology for Language Teachers
-
...feedback to the authors of the site. A listing of the modules offered at the time of
this writing follows, grouped according to level.
Basic Level Modules
1.1 Introduction to new technologies and how ...
by Jean W. LeLoup, Robert Ponterio
in Volume 08 Number 1, January 2004
- Review of Teaching language and teaching literature in virtual environments
-
...feedback. Data collected through a questionnaire show that students
enjoyed taking part in oral activities and, despite not being digital natives, they did not find
substantial technical challenges....
by Margherita Berti
in Volume 24 Number 1, February 2020
- Artifacts and cultures-of-use in intercultural communication
-
...feedback for
T form usage from peers, they gain a pragmatic awareness of T/V as an important part of their language
use. In their study, such "noticing" (e.g., Schmidt, 1990) led to the approximation ...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Re-envisioning vocabulary learning and testing in L2 Russian classes using Kahoot!: From choosing words to playing games
-
...feedback (Tsabei, 2020; Yürük, 2020). The
transformative potential of DGBL and Kahoot! in education was prominent during the COVID-19
pandemic, as L2 educators and learners worldwide embraced a vari...
by Dmitrii Pastushenkov, Olesia Pavlenko, Steven Clancy
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Challenging hegemonies in online learning
-
...feedback on assignments.
A pair of Stanford University faculty members made a splash in 2011 with a course on Artificial
Intelligence which had over 100,000 students, of which about 20,000 completed...
by Robert Godwin-Jones
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Towards transparent computing: Content authoring using open standards
-
...feedback (including verification of stroke
Robert Godwin-Jones Towards Transparent Computing
Language Learning & Technology 2
order), adaptive assessments, self-correcting exercises, and integrat...
by Robert Godwin-Jones
in Volume 18 Number 1, February 2014
- 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
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