- Google Translate as a tool for self-directed language learning
-
...grammar books and Duolingo.
The raters were three Dutch native speakers with no previous experience in this type of research. They were
two males (both with degrees in trades), and one university-ed...
by Catharina van Lieshout, Walcir Cardoso
in Volume 26 Number 1, 2022
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...grammar (Thomas, 1983).
For example, language teachers even report being uncomfortable with giving adult learners feedback on
issues of (im)politeness, as this feedback-providing practice can make t...
by Paul Richards
in Volume 28 Number 1, 2024
- How do learners use a CALL environment? An eye-tracking study
-
...grammar exercises. They can also choose between three difficulty levels indicated by one,
two, or three stars (equivalent of CEFR-A1, A2, and B1 level, respectively). Appendix A depicts typical
scr...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Towards an Effective Use of Audio Conferencing in Distance Language Courses
-
...grammar exercises; another
commented that she used more pre-prepared visual/text material on whiteboards or concept maps to keep
up students' concentration.
On the basis of the data analysed, the acti...
by Regine Hampel, Mirjam Hauck
in Volume 08 Number 1, January 2004
- Writing/thinking in real time: digital video and corpus query analysis
-
...grammar issue based on comparison of “for” and “from”), a lexical need (i.e., a word choice, by
comparing “change” “and “revise”), and a morphological concern in the third pair (i.e., “miss used” and...
by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
- Teaching critical, ethical, and safe use of ICT to teachers
-
...grammar)
7 Level of difficulty 7 Level of difficulty
of vocabulary
7 Level of difficulty
of vocabulary
7
Amount of
material
7 Amount of material 7 Pronunciation
(accent, clarity)
5 Amount 7 ...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Focus on form in task-based L2 oral computer-mediated communication
-
...Grammar dictation. Oxford, UK: Oxford University Press.
Williams, J. (1999). Learner-generated attention to form. Language Learning, 49(4), 583–625.
Williams, J. (2001). The effectiveness of spontan...
by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...Grammarly and so on, that can generate corrective
feedback regarding global organization, language use, and mechanics in students’ writing (Deane, 2013).
These AWE systems, albeit effective in provi...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Online videos for self-directed second language learning
-
...grammar’ of sign languages (e.g., the use of space, perspective taking, and enactment
that are handled in similar ways across sign languages). Zoe epitomises this sentiment in discussing why
she wat...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...grammar, and lexical retrieval problems.
Extract 2
Higher-level
Action
Turn Chains of Lower-level Action
Volunteering an
answer to the
question
1
Aiden: “Is it the main [pronou...
by Yuchan Gao
in Volume 28 Number 1, 2024
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.