- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Kim et al., 2022; Shin et al., 2020; also see Lim & Kessler, 2024 for a research timeline).
Conversely, in terms of receiving multimodal input, inquiries have often focused on the cognitive
processi...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Mastery-based language learning outside class: Learning support in flipped classrooms
-
...Kim, Kim, Khera, & Getman, 2014).
In the past five years, various flipped classroom models have been proposed, such as the flipped mastery
classroom model (Bergmann & Sams, 2012), the FLIPPED model (C...
by Yuping Wang, Grace Yue Qi
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- ICALL for improving Korean L2 writers’ ability to edit grammatical errors
-
...Kim, 2005; Lyster & Ranta, 1997; Sheen, 2004), which indicated that this
metalinguistic prompting might enhance the prospect of L2 learners’ producing correct responses.
Using a Learner Corpus to I...
by Ron Cowan, Jinhee Choo, Gabseon Sunny Lee
in Volume 18 Number 3, October 2014
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...Kim, & Ronen, 1997; Kim, Franco, & Neumeyer, 1997; Witt &
Young, 1997). In general terms, the procedure consists of building native pronunciation models and then
measuring the non-native responses aga...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
- Building the porous classroom: An expanded model for blended language learning
-
...Kim, 2020).
Physical separation may make the mediating and mentoring role of the teacher more difficult. As Marcum
and Kim (2020) point out, “transactional distance” (Moore, 1993) is an inherent dan...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Acknowledgment of 2006 Reviewers
-
...Kim
Celeste Kinginger
Myong-Hee Ko
Eva Lam
Marie-Noelle Lamy
Lina Lee
John Levis
Meei-Ling Liaw
Tony Liddicoat
Lara Lomicka
Allan Luke
Tony Lynch
Allison Mackey
Carla Meskill
James Milto...
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Kim, 2014; Whiteside, 2015). Besides, participation and interaction do not necessarily
lead to collaboration unless an optimal level of social presence (SP) is achieved (Zhao, Sullivan, &
Melleius, ...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Acknowledgment of 2004 Reviewers
-
...Kim
Celeste Kinginger
Keiko Kitade
Markus Koetter
Jim Kohn
Claudia Kost
Haggai Kupermintz
Marie-Noelle Lamy
Lina Lee
John Levis
Meei-Ling Liaw
Hsien-Chin Liou
Min Liu
Lara Lomicka
Alison...
in Volume 09 Number 1, January 2005
- Introducing standardized ESL/EFL exams
-
...Kim, & Boo, 2003). However, anecdotal evidence gathered from
teachers at the Polytechnic University of Valencia suggests there are broad differences between students
in their computer skills. Thus, ...
by Jesús García Laborda
in Volume 11 Number 2, June 2007
- An update on discourse functions and syntactic complexity in synchronous and asynchronous communication
-
...Kim, 1998), meta-analyses of empirical
research on grammatical complexity (Ortega, 2003), and corpus-based analyses measuring college-level
ESL writers’ language development (Lu, 2011).
The assumpt...
by Susana M. Sotillo
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.