- Synthetic voices in the foreign language context
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...feedback on
CMC. Language Learning & Technology, 16(1), 62–90. https://www.lltjournal.org/item/2761
Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-
ass...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
- Learning of L2 Japanese through video games
-
...feedback and my dissertation
committee who supervised the research project reported in this study.
References
Agency for Cultural Affairs. (2016, May 6). Kotoba-no Q&A [Language Q&A].
http://www.b...
by Kayo Shintaku
in Volume 27 Number 1, 2023
- “I Am What I Am”: Multilingual identity and digital translanguaging
-
...feedback from peers and teachers, they practiced strategies for translanguaging more effectively in an
academic environment, developing “sensitivity to the rhetorical constraints and possibilities av...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Patterns of peer interaction in multimodal L2 digital social reading
-
...feedback which greatly improved the paper.
Notes
1. Links to all lyrics can be found in the Appendix
2. One possible origin is the phrase décadence catalane décalée ‘quirky Catalan decadence’ propo...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Teaching critical, ethical, and safe use of ICT to teachers
-
...feedback on posted material can be exchanged as comments or postings. With the increasing
prevalence of digital media-based communication in today’s world, students need to master these digital
lite...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Online informal language learning: Insights from a Korean learning community
-
...feedback from the community as a form of member checking.
Settings and Participants
My observation of the r/Korean community took place in two online settings: a public subreddit on Reddit
(hencefo...
by Daniel R. Isbell
in Volume 22 Number 3, October 2018
- Data-driven learning of academic lexical bundles below the C1 level
-
...feedback.
Stage Two: Control Group
The second stage was carried out one year after the first stage in order to include a group with a comparable
academic and English background to group A. The pre...
by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...feedback. The researcher then revised the coding scheme before applying it to the entire dataset
of use.
Analytical Process
A three-step analytical framework was adopted to understand participa...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Digital Gaming and Language Learning: Autonomy and Community
-
...feedback, context, and motivation). By mapping L2 learning theories onto gameplay designs and
principles, the authors provide a potential blueprint for the implementation of game-mediated L2 learning...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest
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...feedback technologies and their effects on student learning and motivation. Jerry Chih-Yuan
Sun is the corresponding author.
E-mail: JerrySun@nycu.edu.tw
ORCiD: https://orcid.org/0000-0002-7892-43...
by Liu-Cheng Pan, Jerry Chih-Yuan Sun
in Volume 28 Number 1, 2024
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.