- 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
- 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
- Teacher engagement with automated text simplification for differentiated instruction
-
...grammar and integer programming. In R. Barzilay & M. Johnson (Eds.), Proceedings of the 2011
Conference on Empirical Methods in Natural Language Processing (pp. 409–420). Association
for Computation...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- 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
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...Grammarly to form revisions after completion of the
drafts.
6 Language Learning & Technology
Additionally, six EFL teachers were recruited and trained for the study. See Table 1 for th...
by Da Yan
in Volume 28 Number 1, 2024
- EFL students' self-directed learning of conversation skills with AI chatbots
-
...grammar (Wang et al., 2017) and elementary
students’ learning of speaking skills (Yang et al., 2019).
In line with the increasing importance of chatbots in English language education, we develop an...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- The practices and challenges of telecollaboration in higher education in Europe
-
...grammar, vocabulary etc.) 25%
Foreign language fluency 29%
Aspects of Intercultural communicative competence 40%
Ability to communicate online 33%
Other (please specify)
The main methods used fo...
by Francesca Helm
in Volume 19 Number 2, June 2015
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...grammar (Ortega, 2015). Foster and Skehan (1996) also characterized language development
as “progressively more elaborate language” and “greater variety of syntactic patterning” (p. 303). Thus it
is...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- Expanding academic vocabulary with an interactive on-line database
-
...grammar errors they spotted in the Word Bank entries but to our knowledge,
none have complained about the semantic information on offer.
Results -- Question 2
Table 2 shows that mean ratings amou...
by Marlise Horst, Tom Cobb, Ioana Nicolae
in Volume 09 Number 2, May 2005
- Vocabulary learning in an automated graded reading program
-
...grammar instruction with rare extensive reading
opportunities.
Designing An Online Extensive Reading Syllabus
Reading texts and four word lists.
The first step in constructing the online syllabus ...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
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