- Review of Gameful second and foreign language teaching and learning: Theory, research, and practice
-
...Kim, 2016 for hypothetical
examples). This is not a critique of the book, but of the field of language teaching with games. A disconnect
between theory and practice means that the author must refer ...
by James York
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...Kim
(2002). Participants in Kim (2002) were Korean L1 speakers, and the type of CF used in the study was
oral recasts in an immediate condition. Like Spanish, Korean does not distinguish between the...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
-
...Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in
an urban university: An exploration of design principles. Internet and Higher Education, 22, 37–5...
by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022
- Artificial intelligence for language learning: Entering a new era
-
...Kim (2024) examined a specific syntactic structure and used AI
for "corrective recast." During students' chats with the AI, when grammatical errors occurred, the AI chatbot
would repeat the mistake ...
by Mark Warschauer, Ying Xu
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Technology-mediated TBLT and language development for beginning learners of Vietnamese
-
...Kim, Y., Choi, B., Yun, H., Kim, B., & Choi, S. (2022). Task repetition, synchronous written corrective
feedback and the learning of Korean grammar: A classroom-based study. Language Teaching
Resear...
by Hoa T. Vinh Le, Nicole Ziegler
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- GenAI-mediated activity theory (GMAT) for L2 teachers
-
...Kim et al., 2025; Shin & Lee, 2024; Steiss et al., 2024; Yao et
al., 2025). Recent studies on this issue (Bucol & Sangkawong, 2024; Kim et al., 2025; Shin & Lee, 2024)
have shown that the scores pro...
by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026
- Integrating intercultural competence into language learning through technology
-
...Kim, Lee, & Kim, 2012). One could also envision evaluating tweets in a similar way, but I
have not seen as yet any studies using Twitter for that purpose.
OUTLOOK
One of the difficulties in develop...
by Robert Godwin-Jones
in Volume 17 Number 2, June 2013
- L2 pragmatics and CALL
-
...Kim & Brown, 2014). As Sykes (2017) states
“digital technologies have expanded the possibilities for human interactions in ways that were never
before imaginable, further complexifying the teaching ...
by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Review of Blended Language program Evaluation
-
...Kim, Park, Jang, & Nam, 2017), many blended program
developments are still driven by logistical, and not pedagogical, considerations and top-down rather than
bottom-up processes (Goertler, 2011). Ea...
by Senta Goertler
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
-
...Kim & Kim, 2012). Therefore, more research is needed to compare DF and VE within the
same platform and to determine whether stronger evaluation offers additional learning advantages.
Self-Regulated...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
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