- Using immersive virtual reality for the assessment of intercultural conflict mediation
-
...for one
semester. Other than these five international students, no students had prior experience living in a foreign
country for more than a month. All participants except for three had learned more...
by Naoko Taguchi
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- L2 learners’ engagement with automated feedback: An eye-tracking study
-
...for each writing prompt). Each eye gazeplot recording lasted for 30
minutes, and the interview lasted for about 45 minutes for each writing task on average. The three types
of automated feedback (i....
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- The development of advanced learner oral proficiency using iPads
-
...for instructors of German as
a foreign language for assessing oral language skills]. German as a Foreign Language, 1, 26–51.
Aguado, K., Bärenfänger, O., & Beyer, S. (Eds.). (2003). Mündliche Produk...
by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...for final models and Appendix S5 for modelling details). See
Figure 1 for the results.
Results for GD showed no statistically significant difference for Speed (ps = .279–.596), for Cognateness
(p...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
-
...for Applied Linguistics in
Washington, DC. For over 20 years, he has been involved in second and foreign language teaching and
assessment. He has an M.A. in Teaching English as a Foreign Language from...
by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...form and style are transferred from the expert to the novice. This view has been criticized for focusing
on language form and accuracy with little consideration of language as a process and a communi...
by Li Jin
in Volume 17 Number 2, June 2013
- Changing technologies, changing literacy communities?
-
...formation, the variable quality of that information, and the myriad pathways for retrieving information.
To use the Web for retrieval of information requires developing new skills--navigating skills ...
by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
-
...formal learning environment for English as a second/foreign language”. More
recently, Kramsch (2014) has argued that “globalization has changed the conditions under which FL
[foreign languages] are ...
by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Methodological issues in research on learner-computer interactions in CALL
-
...forms of an artificial language, for example. Even such experiments on learning rules of a natural
language may require learning specific aspects of a language not of the learners' choosing for short...
by Volker Hegelheimer, Carole A. Chapelle
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
- Synthetic voices in the foreign language context
-
...foreign language context
Tiago Bione, Concordia University, Centre for the Study of Learning & Performance
Walcir Cardoso, Concordia University, Centre for the Study of Learning & Performance
Abst...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
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