- The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education
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...feedback to learners, enable pair and group work, promote exploratory and global
learning, enhance student achievement, provide access to authentic materials, facilitate greater interaction,
individua...
by Joy Egbert, Trena M. Paulus, Yoko Nakamichi
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment
-
...Feedback as to the right answer
of the question was provided in a pop-up window eight seconds after the appearance of the question. The
purpose of the question advance organizer was to activate stud...
by Huifen Lin, Tsuiping Chen
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Help options and multimedia listening: Students' use of subtitles and the transcript
-
...feedback, which made them notice the input on help option pages better because of added
redundancy and mode change. As for control options, the users did not have any control over the first
viewing ...
by Maja Grgurović, Volker Hegelheimer
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- L2 blogging: Who thrives and who does not?
-
...feedback for the whole class (hereafter “language notes”), which was a
collection of language revision suggestions for each student, intended as an additional learning resource.
The suggestions were...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
- Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
-
...feedback, including their completion time, rank, and some additional comments
regarding their performance (e.g., “That was fast!”, “Congratulations!”). Players can also send invitations
to their fri...
by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024
- Considerations in developing or using second/foreign language proficiency computer-adaptive tests
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...Feedback. The test can be scored immediately, providing instantaneous feedback for
the examinees.
• Improved Test Security. The computer contains the entire item pool, rather than merely those
specifi...
by Patricia A. Dunkel
in Volume 02 Number 2, January 1999
- Discourse and Participation in ESL Face-to-Face and Written Electronic Conferences
-
...feedback are components
of communicative competence known as interactive competence (Chun, 1994). Chun's conclusion that
second language students display more interactive competence in the written ...
by Michael Fitze
in Volume 10 Number 1, January 2006
- Ojibwe language revitalization, multimedia technology, and family language learning
-
...feedback on pronunciation accuracy. Learners can choose to hear
the speaker say the word or phrase in the original video clip, or as an isolated re-dictated recording. The
learner then records his or ...
by Mary Hermes, Kendall A. King
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Interactive digital textbooks and engagement: A learning strategies framework
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...feedback within the digital textbook and device (e.g., see Lim, Song,
& Lee, 2012). The digital textbook underwent several iterations of usability testing, focusing on the
attributes of learnability...
by Dawn Bikowski, Elliott Casal
in Volume 22 Number 1, February 2018
- Pre-task planning in L2 text-chat: Examining learners’ process and performance
-
...feedback—potentially supporting L2 development. Although these results provide
encouragement for the use of pre-task planning, performance and production were not addressed,
highlighting the need fo...
by Nicole Ziegler
in Volume 22 Number 3, October 2018
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