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Showing 511 - 520 results of 871 for Task-based Learning and Teaching

A Framework for Developing Self-Directed Technology Use for Language Learning
...learning motivation: on the one hand, belief in expanding language use and learning opportunities enhances learners’ interest in the language; on the other, interest in learning the language and und...

by Chun Lai
in Volume 17 Number 2, June 2013

ICALL for improving Korean L2 writers’ ability to edit grammatical errors
...and post-test) and syntactic category (articles, passives, quantifiers, and demonstrative determiners) as within- subject factors, and with three groups (CALL group, NO CALL group, and NS group) as a...

by Ron Cowan, Jinhee Choo, Gabseon Sunny Lee
in Volume 18 Number 3, October 2014

Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy
...and engagement in the course’s learning activities; (2) perceived learning outcomes regarding LRW; and (3) willingness to adopt corpus technology for LRW and other personal learning needs (e.g., res...

by Jiahao Yan, Qing Ma, Pascual Pérez-Paredes
in Volume 30 Number 1, 2026

Perception-production link in L2 Japanese vowel duration: Training with technology
...and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61, 977–985. Tomoko Okuno and Debra M. Hardison L2 Japanese Vowel Training Language Learning &...

by Tomoko Okuno, Debra M. Hardison
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Review of In this together: Teachers’ experiences with transnational, telecollaborative language learning projects
...learning projects and edited by Dooly and O’Dowd, outlines the theoretical and pedagogical underpinnings of telecollaboration and provides a collection of exemplars from telecollaborative projects b...

by Angelos Konstantinidis
in Volume 22 Number 3, October 2018

AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
...and experiences from native and nonnative English speakers. Technology, Knowledge and Learning, 30, 1825–1846. https://doi.org/10.1007/s10758-024-09744-3 Wijaya, T. T., Su, M., Cao, Y., Weinhandl,...

by Joan Wan-Ting Huang
in Volume 30 Number 1, 2026

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
...and independence in learning In this sub-code, the students explained how their learning styles were changed and they became committed and independent. Activities within and outside the cl...

by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021

Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
...and communicative projects are at play offline and online. Figure 4. Literacy practices and chaining at the borderlands of virtual and physical or online and offline spaces. Figure 4 illustrates...

by Giulia Messina Dahlberg, Sangeeta Bagga-Gupta
in Volume 20 Number 3, October 2016

Announcements
...learning has had a rich and productive history extending for over 100 years. Embark on a journey of discovery to better understand project-based language learning (PBLL) and explore its connections ...

in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
...teaching practitioners, in which they integrate and enact their self-image, knowledge, social and contextual perceptions, and institutional and methodological roles and characteristics. TPI goes bey...

by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022