- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...feedback from participating Chinese language teachers was more positive if the teachers
had more teaching experience in SL and that the teachers were more willing to adopt SL as their teaching
platf...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Commentary: Learner-based listening and technological authenticity
-
...feedback, except in the narrowest of circumstances. Technology’s
dull blade is even more apparent the moment interactive orality is required. A simple phone call to a
voice-automated service center ...
by Richard Robin
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- Digital texts for learning Finnish: Shared resources and emerging practices
-
...Feedback form
In an earlier cycle of the course, students read digital texts (including blogs) and kept a reading diary. To
analyze data from that cycle, an analytical framework consisting of three d...
by Juha Jalkanen, Heidi Vaarala
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- An exploratory study of pauses in computer-assisted EFL writing
-
...feedback, conceptual
integration, and so forth” (de Beaugrande, 1984, p. 166).
With the advent of computer keyboard writing, computer input log programs have helped make the
logging and analysis o...
by Cuiqin Xu, Yanren Ding
in Volume 18 Number 3, October 2014
- Supporting in-service language educators in learning to telecollaborate
-
...feedback of over 60
practitioners and experts in the area, I drew up a model which contained four sections described in more
detail below. The competences were generally defined in terms of ‘can-do’...
by Robert O'Dowd
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Language learning in the wild: A young user perspective
-
...edback along with Kirsten’s attention to his conversational use of the language,
helped her internalize these uses. One benefit of the chat exchange highlighted by Thorne (2003) was that,
76 Languag...
by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Towards a Comprehensive Model of Negotiated Interaction in Computer-mediated Communication
-
...feedback.
Notes:
1. The terms ‘hearer’ and ‘speaker’ refer to the participant roles during task performance.
2. According to this framework, a learner at high B2 or C1-level is expected to be able ...
by Rose Van der Zwaard, Anne Bannink
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...feedback in SLA: A meta-analysis. Language Learning,
60(2), 309–365.
*Li, W.-L. (2009). The effects of integrating blogging into peer feedback revision on English writing
performance and attitude o...
by Huifen Lin
in Volume 19 Number 2, June 2015
- "Reflective conversation" in the virtual language classroom
-
...feedback on communicative competence--an issue has risen around the continuing
role of conscious reflection. Is conscious reflection, in fact, still necessary in a more interactive
learning environmen...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- Twenty-five years of digital literacies in CALL
-
...feedback from and dialogue with multiple audiences” (p. 557) that are especially validating for
learners from marginalized groups.
The shadow side of this resource wealth is that Internet users are...
by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
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