- Voice blog: An exploratory study of language learning
-
...open to the public
outside the school so that anyone could listen to the blogs and post comments.
The teacher-researcher developed a voice blog that served as a platform to which students could uplo...
by Yu-Chih Sun
in Volume 13 Number 2, June 2009
- Using Facebook to promote Korean EFL learners’ intercultural competence
-
...educational possibilities of the new Web 2.0 tool, Facebook, for
Korean EFL learners’ intercultural learning using a classroom-based telecollaborative project between the
U.S. and Korea. In order to...
by Seunghee Jin
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Review of Side by Side Interactive
-
...opened to reveal the script that automatically scrolls when the video is
running. Clicking any line of text plays that segment of the video, which helps learners by providing
immediate access to any...
by Larry Statan
in Volume 10 Number 3, September 2006
- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
-
...open architecture, meaning that they can be viewed, if so desired, by anyone
connected to the Internet. This openness is unlike the architectures underlying other forms of
asynchronous technologies ...
by Joel Boch
in Volume 11 Number 2, June 2007
- Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
-
...resources are
deployed” in general social settings (p. 83). In educational settings, this refers to the totality of semiotic
resources or tools (e.g., speech, image, text, gesture, sign, facial expr...
by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
-
...educational apps
and resources anytime, anywhere. This enables more consistent and potentially meaningful exposure to
the target language, which is essential for successful language learning. Many a...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Generative AI, visual scaffolds, and metacognition in EFL writing
-
...resources: A
case study. Sage Open, 8(4), 1–12. https://doi.org/10.1177/2158244018820386
Zhang, Y., Chen, H., Wang, J., Pi, Z., & Yang, J. (2025a). The impacts of self-monitoring prompt on
provis...
by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026
- Review of Three Sofware Programs designed to identify lexical bundle
-
...opened
from the wordlist window, resulting in the wordlist of the corpus with frequency order of words. In this
window, the user has to click compute and cluster on the drop-down menu to extract the...
by Omer Ari
in Volume 10 Number 1, January 2006
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
-
...resources, but also
generated new types of reference resources that support L2 writers in ways that the more traditional
resources cannot (Frankenberg-Garcia, 2005; Tono, 2013).
Concordancing (or c...
by Choongil Yoon
in Volume 20 Number 1, February 2016
- Review of Conexiones: Interactive CD-ROM
-
...open-
ended questions. As with the Mail section, students may save their answers. In chapter 11 ("Free Time"),
the passage's topic is an article on laughter.
Figure 3. Sample screen from the L...
by Karina Collentine
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.