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Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
...he effect of the revisions when they were made. The rating scale and the corresponding definitions and examples are displayed in Appendix C. Writing and the WCF Process The teacher provided coded W...

by Jining Han
in Volume 28 Number 1, 2024

Review of Intercultural Language Activities [with CD-ROM]
...he supplied observation sheets to become more aware of the language and behaviour typical of these contexts. Other activities require learners to carry out interviews where one member of the class r...

by Robert O'Dowd
in Volume 14 Number 3, October 2010

Digital Gaming and Language Learning: Autonomy and Community
...herited most of her games from her older brother and cousins, who all played Japanese games. In the beginning Her brother and cousins helped her with the Japanese instructions and some of the in-gam...

by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Microblogging Activities: Language Play and Tool Transformation
...heir own life experiences to fill the content of the tweet. I then encouraged the students to check their Twitter accounts daily to read the feedback I would be providing them through the direct mes...

by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Power within blended language learning programs in Japan
...herefore, the power in the design of the institutional environment was not related to the cultural background of the individual teachers but rather emergent from the organizational culture of the in...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Review of Computer-assisted Foreign Language Teaching and Learning: Technological Advances
...he split-attention effect: they cannot both listen to the lecture and take notes at the same time. She suggested that the Echo Smartpen or similar such tools could possibly help alleviate the split...

by Robert Blake
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Focus on form in task-based L2 oral computer-mediated communication
...hes his mother as she pours the jam she has just made into a jar. He then sees how she places it out of his reach on top of a door casing. In the next picture, the boy asks her if she is leaving the...

by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018

Corpus literacy development: Three teachers' stories
...hem to check new vocabulary words in COCA. This reflects the theme of Training matters. In her post-training interview, Aubrey was asked whether collecting her learners’ needs helped her learn to ...

by Cathryn Bennett
in Volume 29 Number 1, 2025

L2 identity, discourse, and social networking in Russian
...he kind of help he might need from her, he answers with a perfunctory remark (Turn 6) that he does speak some Russian, but then focuses on the rest of the message where he talks about traveling. Episo...

by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Review of Informal digital learning of English: Research to practice
...he teacher. In the final stage, the students are encouraged to independently plan and complete IDLE tasks. The teacher does not organise or evaluate these tasks, unlike those assigned in the second ...

by Lucas Kohnke
in Volume 26 Number 1, 2022