- Student perceptions on language learning in a technological environment: Implications for the new millennium
-
...feedback took place, and students were automatically given credit
if assignments were completed. Furthermore, although pen pal letters were graded, TAs felt that the habit
of quickly writing respons...
by Jonita Stepp-Greany
in Volume 06 Number 1, January 2002
- Strategies for effective communication in Dutch as a lingua franca telecollaboration
-
...feedback, and output as components of interpersonal
communication and processes enhancing L2 learning (Krashen, 1982; Gass et al., 1998; Swain, 1993). This
orientation also directed researchers’ att...
by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Introducing standardized ESL/EFL exams
-
...feedback, and reporting.
CONCLUSION
This paper has attempted to show the generic types of test items and interfaces and to present a brief
review of the most widely-used ESL computerized tests. It ...
by Jesús García Laborda
in Volume 11 Number 2, June 2007
- L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
-
...feedback on the
reading activity using the computer. The researchers gave a brief oral introduction to the class about the
reading activity and the availability of glosses. The participants worked o...
by Makoto Yoshii
in Volume 10 Number 3, Sepetember 2006
- Announcements
-
...Feedback to Learners: The Case of Heritage Language Learners
MATERIALS DEVELOPMENT
Products
• Business Chinese (CD-ROM)
• Modules for Assessing Socio-Cultural Competence for German (CD-ROM)
• Modules ...
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Announcements: News from sponsoring organizations
-
...Feedback to Learners: The Case of Heritage Language Learners
MATERIALS DEVELOPMENT
Products
• Business Chinese (CD-ROM)
• Modules for Assessing Socio-Cultural Competence for German (CD-ROM)
• Modules ...
in Volume 08 Number 1, January 2004
- YouTube for foreign languages: You have to see this video
-
...feedback. Last, students and teachers can also subscribe to
certain channels maintained by individuals and companies from around the world to keep up with their
videos. Consider the Foreignlanguageh...
by Joseph M. Terantino
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Negotiations for meaning in the context of a massively multiplayer online role-playing game
-
...feedback (e.g., Gass & Varonis, 1989), and finally, (c) attention to L2 form (or noticing the
gap in one’s interlanguage) (e.g., Schmidt, 1990). These conditions and their impacts on L2 learning have...
by Nasser Jabbari, Zohreh R. Eslami
in Volume 27 Number 1, 2023
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...feedback. Spoken dialogue systems as well can be used to simulate real-world conversations
through the use of role play scenarios, as shown in Timpe-Laughlin & Dombi (2020). While conversations
with...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Explaining dynamic interactions in wiki-based collaborative writing
-
...feedback and comments or raise questions regarding specific texts in pop-up boxes.
The current body of research on wikis in the L2 context has largely addressed students’ wiki writing
processes (e.g...
by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017
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