- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Wang (2025), the author tests the extent to which processing behavior
(e.g., reading ahead of the audio or skipping an unfamiliar word) is a function of on-screen text types: L2
captions, L1 subtitl...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- The effects of electronic mail on Spanish L2 discourse
-
...Wang, 1994). The present study seeks to observe whether these features, and/or
additional ones, can also be identified in a group of first- and second-semester students learning Spanish
as a foreign l...
by Manuela González-Bueno
in Volume 01 Number 2, January 1998
- Genre-based AWE system for engineering graduate writing: Development and evaluation
-
...Wang & Brown, 2007).
In view of the potential of AWE systems, studies have investigated the implementation of AWE systems,
such as Criterion, Grammarly, and Pigai, in ESL/EFL classrooms to support ...
by Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...wangsu.pdf
Wang, M., Perfetti, C., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in
learning to read Chinese. Scientific Studies of Reading, 7(2), 183–208.
https://do...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Online videos for self-directed second language learning
-
...Wang, 2012; Yang, 2020). Above all else, learners often report watching L2 videos to
be an entertaining way to connect with their L2 (Lai, 2015). The free-form nature of extensive viewing
makes it c...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Augmented reality technology in language learning: A meta-analysis
-
...wang &
Fu, 2019; Wang et al., 2020).
The two researchers coded 35 articles according to the abovementioned coding rules. The coding process
was consistent, and occasional disagreements were discus...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Vocabulary learning and retention through multimedia glossing
-
...Wang, 2003). Hence, this study aimed to examine the effectiveness of
simultaneous multimedia learning tools such as textual, aural, and video animation glossing on L2 learners’
106 Language Learning...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- First- and second-language subtitles and cognitive load: An EEG study
-
...Wang, Y. (2019). Effects of L1/L2 captioned TV programs on students’ vocabulary learning and
comprehension. CALICO Journal, 36(3), 204–224. https://doi.org/10.1558/cj.36268
Wang, J., Antonenko, P.,...
by Taegang Lee, Yoohyoung Lee, Sungmook Choi
in Volume 29 Number 1, 2025
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...Wang & Pellicer‐Sánchez, 2022). Overall, watching videos with subtitles yields more lexical
learning than watching with audio only (e.g., Peters, 2019; Wang & Pellicer‐Sánchez, 2022). These studies
...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...Wang, 2009) or online through
untimed tasks (Ahmadian & Tavakoli, 2011; Wang, 2009). Interestingly, all of these studies found
significant gains in accuracy during subsequent repetitions.
Building ...
by Luis Cerezo
in Volume 20 Number 1, February 2016
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