- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...feedback are
not necessarily behaviorist, they are nonetheless quite “restricted” in nature. By Open CALL, Bax (2003)
refers to the openness of the various dimensions of teaching and learning: feedb...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class
-
...feedback provided by the teacher, either in the form of individual consultation or to the whole team.
Although feedback was provided on paper drafts, it was also given electronically including color-c...
by Susan Parks, Diane Huot, Josiane Hamers, France H.-Lemmonier
in Volume 07 Number 1, January 2003
- From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
-
...feedback and grading had been
provided on paper. This suggests that participants were fully aware that knowing and doing were two
completely different things and it would take some time and effort f...
by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
-
...feedback from others (such as teachers or peers), and
revising (Kroll, 2001; Richard-Amato, 1996). Additionally, from the perspective of “writing as a process”
(Gower, Phillips, & Walters, 1995; Ric...
by Yu-Ju Lan, Yao-Ting Sung, Chia-Chun Cheng, Kuo-En Chang
in Volume 19 Number 2, June 2015
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...feedback on the earlier version of
this article. This project was funded by Lembaga Pengelola Dana Pendidikan (LPDP) in cooperation with
the Ministry of Religious Affairs, Republic of Indonesia unde...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
-
...feedback from her partners Ming and
Caiqin during their subsequent telecollaborative reflection (see Excerpt 4). Many of the verbal resources
the three teachers used in this interaction relied on sp...
by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...feedback from
writing
Picture or objects Environmental sounds
Feelable objects
Motor feedback from haptic exploration of
objects
From Pavio & Begg (1981, p. 68)
206
The two systems are presumed to be ...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
- The formative role of teaching presence in blended Virtual Exchange
-
...feedback, thus
establishing a LP where students would self-regulate their learning better. At the same time, the Polish
instructor also had to provide more cognitive support. After having become awa...
by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Emerging technologies
-
...feedback in Rosetta Stone may make the learner feel good, but it would be interesting to
see a study of its efficacy compared to SRS systems. This is true as well for another well-known language
lea...
by Robert Godwin-Jones
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Exploring multimedia, mobile learning, and place-based learning in linguacultural education
-
...feedback and perceptions in
the future.
The pedagogical implications suggested in the article may help enrich the design of a higher-level Chinese
language and culture class. In addition, the discu...
by Yiting Han
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
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