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Review of The mouton interactive introduction to phonetics and phonology (Jürgen Handke) & phonetics: An interactive introduction (Nicholas Reid with Helen Fraser)
...here appropriate); Notepad (for note- taking); Information (about the project and the author, narrated by the author); and Help. In addition, content screens have a button for the Interactive Tutor wh...

by Eric Holt
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education

Language in Action: From Webquests to Virtual Realities
...he teacher in that of facilitator. Webquests Webquests have been used in one form or another since the Web began to become popular and to be used in instruction with the arrival of the Mosaic browser ...

by Robert Godwin-Jones
in Volume 08 Number 3, September 2004 Special Section on Global English(es)

A psycholinguistic approach to technology and language learning
...her methodological shortcoming relates to the research syntheses and meta-analysis in Chapters 2, 4, and 5. Specifically, if the contributors had included both published and unpublished studies, the...

by Tzu-Hua Chen, Luke Plonsky
in Volume 21 Number 2, June 2017

Effects of digital game elements on engagement and vocabulary development
...em, they emphasised that “it was the process and consequences of obtaining them, rather than the Rewards themselves, that caught their attention.” To What Extent Do Different Game Elements of DGBV...

by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025

Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
...he questions in the OPI, the COPI, and the SOPI questionnaires were the same across the three tests and the three languages. Only the name of the test and the name of the language were different. The ...

by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

The development of advanced learner oral proficiency using iPads
...hen the organization of the various tasks and the interactional patterns are less rigid and when the control of the discourse topic is given to the students (Ellis, 2005).1 Giving more control to th...

by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL

Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
...he actions people take, the amount of effort they invest, the duration of their perseverance, and the strategies they employ in the face of challenging situations. When learners develop a strong sen...

by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025

The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies
...her read or wrote a L2 weather report containing weather terms, many of which were until then unknown to them. If they wished, they could look up the meaning of unknown words with the aid of a compu...

by Jan H. Hulstijn
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research

Contributing, creating, curating: Digital literacies for language learners
...hem. It also helps equip them for the eventuality of learning other languages in the future, along with the tools and resources that are likely to be helpful in that endeavor. Given the goal of help...

by Robert Godwin-Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

From the special issue editor
...her to explore whether these technologies can be used to teach academic rhetoric. They situate their research in the controversy over contrastive rhetoric. The study of contrastive rhetoric, which h...

by Joel Bloch
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write