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Showing 551 - 560 results of 810 for Open Educational Resources

Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges
...open and closed questions, contained two main parts: the first dealt with demographic and contextual information and students were asked about their name, age, level of proficiency in other foreign ...

by Margarita Vinagre, Beatriz Muñoz
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

The integration of a student response system in flipped classrooms
...educational efforts, the present study represents an early attempt to examine university students’ flipped learning experiences in the context of English language teaching. Understanding the Flippe...

by Hsui-Ting Hung
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development
...resources at home. Families had few or no literacy resources at home, and the ELs seldom studied after school. Parents had little or no reading time for their children because most of them were busy ...

by Yan Chen, Hayley J. Mayall, Thomas J. Smith, Cindy S. York
in Volume 27 Number 1, 2023

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...resources in business. A word was glossed whenever one student of the pilot study failed to know the Dutch translation of this word in a vocabulary test taken after reading. This procedure lead to t...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Google Translate as a tool for self-directed language learning
...Educational Psychologist, 25(1), 3–17. http://dx.doi.org/10.1207/s15326985ep2501_2 Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82...

by Catharina van Lieshout, Walcir Cardoso
in Volume 26 Number 1, 2022

Oral Interaction Around Computers in the Project-Oriented CALL Classroom
...Open [ouvrez]? 8 Alice Open [ouvre], I open [j'ouvre], you open [tu ouvres], so, open [ouvre]. 9 Kelly There we go. Let's preview it. In example 5, Kelly and Alice are trying to see whether th...

by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
...Educational Psychologist, 32(1), 1-19. Mayer, E., & Sims, K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psy...

by Khalid Al Seghayer
in Volume 05 Number 1, January 2001

Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
...opening sequence was incorporated between excerpts to facilitate continuity. A short, informal interview session with 11 pilot participants indicated that they found the video enjoyable. The origina...

by Wangyin Kenneth Li
in Volume 29 Number 1, 2025

An update on discourse functions and syntactic complexity in synchronous and asynchronous communication
...opens the door for a large-scale investigation into particularized language learner groups and lengthy CMC discourse analysis, whether synchronous or asynchronous. Also, a recent study by Lu and Ai ...

by Susana M. Sotillo
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Going to the MALL: Mobile Assisted Language Learning
...educational settings (Salaberry, 2001). Influenced by behaviorism, the lab was progressively replaced in the 1960s by drill-based computer-assisted instruction, which decades later was itself surpas...

by George M. Chinnery
in Volume 10 Number 1, January 2006