- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...lity transparency, and user trust, necessitate
the establishment of ethical guidelines and principles in their application (Kooli, 2023).
Mei-Rong Alice Chen 3
Nevertheless, the integration o...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
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...line with TBLT literature, and ensuring authenticity in real-life tasks (Kim et al., 2022). Yang et al. (2022)
added that it is important to design chatbot tasks by considering individual differences...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- Promoting pre-service teachers’ reflections through a cross-cultural keypal project
-
...lish. The Polish
group was more homogeneous in this respect, as all of the Polish students were majoring in English; in
the Romanian group, some students were majoring, while others were minoring, i...
by Aleksandra Wach
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- The intersection of multimodality and critical perspective: Multimodality as subversion
-
...lity and Critical Perspective
Language Learning & Technology 25
Slide 2 Slide 2–2
Slide 2–3 Slide 3
Slide 3–2 Slide 3–3
Figure 1. Example of transcript of slide sets 2 and 3.
I transc...
by Shin-ying Huang
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...li, 2018).
The case can be made that while specific and explicit CF likely improves the quality of writing, implicit
feedback may lead to longer-term L2 gains. S. Li’s (2010) meta-analysis of CF fou...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...ling or memorize L2
English words using their mobile phone. Via a mobile accessible web-based application,
teachers and parents prepare English spelling and English/Afrikaans vocabulary lists from
...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Patterns of peer interaction in multimodal L2 digital social reading
-
...literacies movement, the development of L2 literacy and pragmatic awareness are intimately
linked. Moving away from the traditional definition of literacy as the ability to decode and encode texts, a...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- The effects of face-to-face and computer-mediated recasts on L2 development
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...licit and implicit feedback: The role of working memory
capacity and language analytic ability. Applied Linguistics, 34(3), 344–368.
https://doi.org/10.1093/applin/ams044
Yilmaz, Y., & Grañena, G. ...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
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...lish Free Online: https://www.learnenglish.de/
30 Language Learning & Technology
LearnEnglish Teens-British Council: https://learnenglishteens.britishcouncil.org/
Liveworksheets: https://es.l...
by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024
- The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
-
...litating acquisition
(Ellis et al., 2001; Gass, 2003). In fact, explicit metalinguistic feedback can benefit both implicit and explicit
14 Language Learning & Technology
knowledge, as indicat...
by Laia Canals
in Volume 26 Number 1, 2022
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