- Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
-
...Educational Research Project (grant number 2024jyxm0460),HNNU the Key Educational Teaching
Reform Research Project (grant number: 2024hsjyxm06), and the Key Educational Teaching Reform
Research Proj...
by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- The development of advanced learner oral proficiency using iPads
-
...Open ended recorded speech.
a. How long was each open-ended recorded speech sample? Did the speech samples increase
over the course of the quarter?
b. What was the students’ assessment of this act...
by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Considerations in developing or using second/foreign language proficiency computer-adaptive tests
-
...Educational Testing Service.
Green, B., Bock, R., Humphreys, L., Linn, R., & Reckase, M. (1984).Technical guidelines for assessing
computerized adaptive tests. Journal of Educational Measurement, 21, ...
by Patricia A. Dunkel
in Volume 02 Number 2, January 1999
- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...open-ended information exchange oral tasks were carried out in pairs during
two video calls, with one task completed during each video call. The tasks were similar in length, lasting
an average of 3...
by Laia Canals
in Volume 26 Number 1, 2022
- University level second language readers’ online reading and comprehension strategies
-
...resources. The findings indicate that L2 readers employ considerable
prior knowledge of the structure of both offline and online resources to aid their online
reading. Also, they follow a recursive ...
by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014
- Task-based language teaching online: A guide for teachers
-
...resources have been written on tasks, technology, and task-based language courses online (e.g., Chapelle,
2014; Doughty & Long, 2003; González-Lloret, 2016; Nielson, González-Lloret, & Pinckney, 2009...
by Melissa Baralt, José Morcillo Gómez
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- L2 learners’ engagement with automated feedback: An eye-tracking study
-
...resources are considered most reliable. (P#4_P2)
b. Revised draft: Additionally, magazines are the most uncommonly used sources compared
with other five sources and online-only resources are conside...
by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Email requests: Politeness evaluations by instructors from diverse language backgrounds
-
...resources to retrieve meaning. All this is to say, making an appropriate request by email can
be difficult.
Empirical Studies of Email Requests
During the past two decades, researchers in pragmatic...
by Michael Winans
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Review of Multimedia Learning Suite: Chinese Characters
-
...open up a particular learning module, the software automatically checks to see if any
of the ten boxes are full. If so, a flashcard is pulled from that particular box and presented to the
user. If n...
by Ching-Ni Hsieh, Fei Fei
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
- Embodied interaction: Learning Chinese characters through body movements
-
...Educational Technology, 44(1), 5–9.
Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013). Embodied play to learn: Exploring
Kinect‐facilitated memory performance. British Journal of Educati...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.