- Technique efficacy when using a student response system in the reading classroom
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...Educational Technology & Society, 17(2), 257–269.
Ayu, M., Taylor, K., & Mantoro, T. (2009). Active learning: Engaging students in the classroom using
mobile phones. Paper presented at the IEEE Symp...
by David Kent
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Exploring AWE-supported writing process: An activity theory perspective
-
...Educational Application of AWE: Two Research Approaches
Studies on the application of AWE in pedagogical settings generally follow a product-, process-, or
product/process-oriented approach (Warsch...
by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
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
-
...Open, Distance and e-Learning,
25(3), 217–232. Retrievable from http://oro.open.ac.uk
This British article is the published version of Demouy et al. (2009), which focuses on the
listening activitie...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Automated versus peer assessment: Effects of learners' English public speaking
-
...educational, social, psychological,
and technical affordances) and negative perceptions (including educational, social, and technical concerns).
A chi-square test was conducted to probe into the dif...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
-
...resources for meaning-making (Kress, 2003). This evolution expands literacy to include the
creation and interpretation of multimodal texts (Jewitt, 2008). In light of this shift, scholars stress the ...
by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...resources such as dictionaries or the Internet;
instead, they were asked to use their partners as a resource. The partner as resource code was utilized to
mark moves in which partners took initiativ...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Can clicker use support learning in a dual-focused second language German course?
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...Educational Psychology, 107(3), 689–704.
Chien, Y. T., Chang, Y. H., & Chang, C. Y. (2016). Do we click in the right way? A meta-analytic review
of clicker-integrated instruction. Educational Resear...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
- Multimodal glosses revisited: Interplay of individual differences and repeated exposures
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...open-ended questions including, “why did you click on/skip the gloss hyperlink?”, “what did you
see immediately after you opened the gloss window?”, to elicit detailed responses. We also invited
par...
by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
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...resources,
rephrasing sentences, and resorting to other available resources. The findings of the study reveal that
addressing errors through computer-mediated coded WCF is a complex learning process...
by Jining Han
in Volume 28 Number 1, 2024
- Speech-to-text applications’ accuracy in English language learners’ speech transcription
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...educational tool for English as a
foreign language (EFL) learners to practice pronunciation (Evers & Chen, 2020; McCrocklin, 2019;
Tejedor-García et al., 2020; Tejedor-García et al., 2021; Vaughn et...
by Akiyo Hirai, Angelina Kovalyova
in Volume 28 Number 1, 2024
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