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Showing 461 - 470 results of 526 for Language for Special Purposes

Multimodal glosses revisited: Interplay of individual differences and repeated exposures
...for providing only the first letter, 0.3 for an incomplete response like “cam” (for “canimat”), and 0.8 for a nearly accurate response like “brandilon” (for “bandilon”). As interrater agreement was ...

by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app
...for Familiar items were 10 for /ʌ ɑː ə z/ and 9 for /æ/. For Novel items, the maximum scores were 5 for /æ ɑː ə z/ and 4 for /ʌ/. Jonás Fouz-González 85 Timed picture-description task pre po...

by Jonás Fouz-González
in Volume 24 Number 1, February 2020

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...for L2 learners (Taguchi & Kim, 2016). Pragmatic competence includes pragmalinguistics and sociopragmatics (Thomas, 1983). The former refers to the linguistic resources needed for performing languag...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Scaling up and zooming in: Big data and personalization in language learning
...formance by including language learning strategies and students’ knowledge of other foreign languages. A principal goal of Mr. Collins is to raise the language awareness of the student. Students are...

by Robert Godwin-Jones
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

The effects of AI-guided individualized language learning: A meta-analysis
...language learning topics: first language learning (“language learning” OR “language teaching” OR “language acquisition”), second/foreign language learning (“second language” OR “foreign language” OR ...

by Hansol Lee, Jang Ho Lee
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Twenty-five years of computer-assisted language learning: A topic modeling analysis
...for Immersive Language Learning The benefits of DGBLL, such as immersive exposure to the target language context, reduction of affective barriers to language learning, and the increase of target lan...

by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Collaborative writing and text quality in Google Docs
...formal language learning (pp. 157–177). Clevedon, UK: Multilingual Matters. Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO J...

by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019

The role of offline metalanguage talk in asynchronous computer-mediated communication
...for "every": daigaku "goto-ni" vs. daigaku "*tabi-ni" To choose one from two Japanese words for "position": daigaku no "*tachiba" vs. daigaku no "ichi" (for location) : The potential verb form for...

by Keiko Kitade
in Volume 12 Number 1, February 2008

The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
...language in Research on Oral Interaction Research on the role of metalanguage—the language used to talk about language or explain the rules of the language—in oral interaction is very scarce, even t...

by Laia Canals
in Volume 26 Number 1, 2022

Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
...for university enrolment. Most of them considered their local language, such as Javanese, Sundanese, or Buginese, as their first language, and Bahasa Indonesia was their dominant language for commun...

by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024