- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...language input, and is therefore assumed to
improve their knowledge of the target language feature and facilitate second language acquisition (SLA)
(Mackey, 2006).
However, previous studies have r...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Call in the year 2000: Still in search of research paradigms?
-
...language in an L2 task requires that
some assumptions be held concerning the types of language use expected to be beneficial for L2
development. For hypotheses about what to look for in learners' la...
by Carol Chapelle
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- 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
- 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
- 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
- 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
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