- AI-assisted English learning: A tool for all or only a select few?
-
...Zhao, 2023). AI tools mitigate these barriers through self-paced,
feedback-rich environments that promote confidence through repeated practice. In particular, prior studies
have shown that students’...
by EunJung Kim
in Volume 29 Number 1, 2025
- Review of Technology in Interlanguage Pragmatics Research and Teaching
-
...Zhao and David Kaufer introduce the potential of DocuScope to facilitate L2
pragmatic analysis. DocuScope is text-visualization and genre analysis software. The prescribed codes
used by this softwar...
by Feng Xiao
in Volume 18 Number 1, February 2014
- Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
-
...Zhao et al., 2022). Therefore, it is meaningful to study how best PSTs can adopt MT in providing feedback
with a collaborative approach for students’ ESL writing. Collaborative feedback in the curren...
by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024
- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...Zhao, 2006;
Yanguas, 2010, 2012), or several combinations of multimodal features of the medium in which interactions
Laia Canals 3
were carried out, including text chat (Lai & Zhao, 2006), ...
by Laia Canals
in Volume 26 Number 1, 2022
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...Zhao et al., 2013).
This study used a glossing system that allowed learners to access pinyin for any Chinese character
encountered throughout the game (see Figure 1).
Figure 1
Glossing Tool
...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Contextualized vocabulary learning
-
...Zhao & MacWhinney,
2018). CT stresses the importance of initial conditions on potential outcomes. Emerging results are not
necessarily commensurate with effort, as effectiveness in learning is shape...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
-
...Zhao, 2016;
Sauro, 2013; Wach et al., 2022). Furthermore, telecollaboration promotes the development of a range of
pedagogical skills, for example, Vinagre’s (2017) and Grau and Turula’s (2019) proj...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Modality and task complexity effects on second language production in CMC
-
...Zhao, 2006; Smith, 2008), including technology specific strategies like using cut and paste
from the chat transcript to pinpoint negotiation triggers (Lai & Zhao, 2006). Other research, however, has ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Effects of web-based collaborative writing on individual L2 writing development
-
...Zhao (2003)
found that the use of technology in language learning courses, over courses with no technology, had a
large effect size (d = .81). While learners in the present study did not experience ...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Using digital stories to improve listening comprehension with Spanish young learners of English
-
...Zhao, 1999).
As regards primary school settings, the majority of studies report on the positive developmental and
motivational effects that access to technology may have on children's foreign langua...
by Dolores Ramírez Verdugo, Isabel Alonso Belmonte
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
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