- Technology-mediated TBLT and language development for beginning learners of Vietnamese
-
...ders,
analyze current syllabi, and evaluate existing TBLT materials (refer to Le, 2023 for more details). Findings
yielded a list of target tasks, which guided the development of pedagogic tasks. Th...
by Hoa T. Vinh Le, Nicole Ziegler
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Learning of L2 Japanese through video games
-
...defined milestones as
“intermediate educational achievements that students reach along the path to degree completion” (p. I).
While their focus was degree completion, their definition shows that mil...
by Kayo Shintaku
in Volume 27 Number 1, 2023
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...designed to provide companionship to humans;
examples are XiaoIce or Ruuh, developed by Microsoft, and widely used respectively in China and in India
(Schlesinger et al., 2018). They are intended to...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...ded, changed, deleted, and repeated.
Handover means that the expert ceases the provision of assistance when the learner is ready to undertake
similar tasks independently. Flow refers to the situatio...
by Li Jin
in Volume 17 Number 2, June 2013
- Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
-
...dered low in complexity. The second group had to create a story based on six unrelated pictures. In
this case, in addition to the writing task, students had the added cognitive demand of developing a...
by Erin Schnur, Fernando Rubio
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
-
...derstanding and build knowledge of others’
cultures. Despite the effectiveness of these mechanisms on students’ understanding of diverse cultural
practices, they are inadequate to develop students’ ...
by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...Design
A quasi-experimental design was adopted in this study by randomly assigning the included students into
the experimental and the control groups. The students in the two groups received identic...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- The use of lexical complexity for assessing difficulty in instructional videos
-
...demanded for successful
understanding of videotext” (Alghamdi, 2021, p. 43). On the other hand, we use the term ‘video
complexity’ to refer to the characteristics of individual videos, such as lexic...
by Emad A Alghamdi, Paul Gruba, Ahmed Masrai, Eduardo Velloso
in Volume 27 Number 1, 2023
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
-
...dependence/dependence, hemispheric specialization, and attitude in relation
to pronunciation accuracy in Spanish as a foreign language. Modern Language Journal, 79(3), 356–
371. https://doi.org/10.11...
by Ines A. Martin
in Volume 27 Number 1, 2023
- Impact of mobile virtual reality on EFL learners’ listening comprehension
-
...dea and Detail Recalls for Both Groups.
12
10
8
6
4
2
0
Main Idea Detail Main Idea Detail
Immediate Recall Delayed Recall
VR Players Video Watchers
Table 8 provides descriptive sta...
by Tzu-Yu Tai
in Volume 26 Number 1, 2022
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.