- Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
-
...grammar).
For Question 2, the mean response regarding whether the test was difficult, the mean for the COPI (2.30)
is close to the rating of Disagree, whereas the rating for the SOPI (2.71) is closer ...
by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Preservice english teachers acquiring literacy practices through technology tools
-
...grammar of visual design. New York:
Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodel discourse: The modes and media of contemporary
communication. London: Arnold.
Landow, G. P. (1997). Hyper...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
-
...grammar item, I would tell
students the usage of it,
then design some of the scenarios to allow students
to use it
E6: Misunderstanding/
disagreement
Ms. Chen, should we learn how to teach the
...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...grammar (for example, Lee &
Révész, 2018; Pattemore & Muñoz, 2020), pronunciation (for example, Wisniewska & Mora, 2020), and
vocabulary (for example, Pujadas & Muñoz, 2019; Rodgers & Webb, 2020)....
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Supporting Synchronous Distance Language Learning with Desktop Videoconferencing
-
...grammar and structures (3)
(f) My reading (0)
(g) My writing (0)
(h) My speaking ability (4)
(i) My conversational tactics (e.g., asking in Chinese for repetition and clarification of
meaning, inferri...
by Yuping Wang
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Learner interpretations of shared space in multilateral English blogging
-
...grammar rules, and interaction patterns.
2. These studies, framed in sociocultural perspectives, reported that rather than exercising frequent
negotiation of meaning in the structured initiation-res...
by Yu-Feng (Diana) Yang
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...grammar, which is like
the visible part of a language iceberg, but how to organize our thoughts in that language." This
information could, in turn, be used by the instructors to address individual dif...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Explaining dynamic interactions in wiki-based collaborative writing
-
...grammar. In J. P. Lantolf (Ed.), Sociocultural theory
and second language learning (pp. 51–78). Oxford, UK: Oxford University Press.
Polio, C., & Gass, S. M. (1998). The role of interaction in nativ...
by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017
- Presence and agency in real and virtual spaces: The promise of extended reality for language learning
-
...grammar
and spelling. Reinders (2014) found that to be the case in EFL students in Thailand creating multilingual
campus tours for visitors. Parmaxi and Demetriou (2020) advocate relinquishing contr...
by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- What does AI bring to second language writing? A systematic review (2014-2024)
-
...Grammarly. While the learners felt satisfied with the
feedback, they also experienced anxiety and frustration, feeling controlled by the software and compelled
to submit to rules and norms defined b...
by Haiying Feng, Kexin Li, Lawrence Jun Zhang
in Volume 29 Number 1, 2025
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