- Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
-
...interaction between
how an AWE program, MY Access!, was implemented in three different ways in three EFL
college writing classes in Taiwan and how students perceived its effectiveness in
improving ...
by Chi-Fen Emily Chen, Wei-Yuan Eugene Cheng Cheng
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Review of Criterion for English Language Learning
-
...Interaction and second language learning: Two adolescent French
immersion students working together. The Modern Language Journal, 82(3), 320–337.
Tetreault, J. R., & Chodorow, M. (2008). The ups an...
by Hyojung Lim, Jimin Kahng
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Asynchronous forums in EAP: Assessment issues
-
...Interaction
Signs of interaction Markers of interaction
Asks and answers "real" questions related
to the text
In the text he talks about . . . /Is this related to . . . /Do you
know of any other ...
by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Embodied interaction: Learning Chinese characters through body movements
-
...interaction with the instructional materials (participants using Kinect -enabled embodied
interactions vs. participants using mouse-based interactions). The embodied interactions were
expected to fa...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Dialogue systems for language learning: A meta-analysis
-
...human-computer interaction and human-only interaction do not bring about vastly different conditions for
language learning” (Wilske, 2015, p. 244). In this sense, moderators known to affect the effec...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
-
...Interaction. Human-Computer Interaction,
19(1–2), 9–24.
Minoo Alemi and Nafiseh Sadat Haeri 103
Toh, E., Poh, L., Causo, A., Tzuo, P. W., Chen, I., & Yeo, S. H. (2016). A Review on the Use of Rob...
by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...interactions (for
example, peer conversation, pair correction, and so forth) has been hypothesized to be effective in
improving the accuracy rate of students’ revision (Kim & Emeliyanova, 2021). Suc...
by Da Yan
in Volume 28 Number 1, 2024
- Power within blended language learning programs in Japan
-
...interaction with an audience. Its power, then, produces
different outcomes than handwriting a journal. In the process of introducing blended language learning in
institutions, the practices of face-...
by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- 20 years of technology and language assessment in Language Learning & Technology
-
...interaction of examinee characteristics and testing conditions, the
comparability of decisions, and the impact of the introduction of computerized tests to examinees. These
are all aspects of the te...
by Carol A. Chapelle, Erik Voss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Effects of learner uptake following automatic corrective recast from Artificial Intelligence chatbots on the learning of English caused-motion construction
-
...interactional data between AI chatbot and Chatbot group participants (n
= 23) were collected. Chatbot group participants’ uptake responses during interactions with the AI chatbots
during instruction...
by Rakhun Kim
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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