- Applying educational data mining to explore individual experiences in digital games
-
...feedback in an immersive game for English pragmatics. ReCALL, 24(3),
257–278. http://dx.doi.org/10.1017/S0958344012000146
De Grove, F., Van Looy, J., & Courtois, C. (2010). Towards a serious game e...
by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
-
...feedback and
comments. In addition, the emphasis on the teachers’ presence in online environments to compensate for
the lack of physical presence highlighted the teachers’ attention to the complexit...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- It's Just a Game, Right? Types of Play in Foreign Language CMC
-
...feedback on earlier versions of this paper. I am grateful to Sarah
Bailey and Tes Howell for allowing me access to their classrooms and for their vital input. I am also
indebted to Owen McGrath for hi...
by Chantelle N. Warner
in Volume 08 Number 2, May 2004
- L2 identity, discourse, and social networking in Russian
-
...feedback, particularly, in the
social networking domains populated by native Japanese speakers. These newer series of studies show the
necessity of continuing to explore L2 learners’ communication and...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Podcasting for language learning through iTunes U: The learner’s view
-
...feedback on an early draft
of this paper, and the peer reviewers who suggested improvements to it.
ABOUT THE AUTHORS
Fernando Rosell-Aguilar is a lecturer in Modern Languages at the Open Universi...
by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Becoming little scientists: Technologically-enhanced project-based language learning
-
...feedback in beginners’ writing tasks: Lessons
learned. IALLT, 43(1), 1–24. Retrieved from
http://www.iallt.org/iallt_journal/online_peer_feedback_in_beginners_writing_tasks_lessons_learned
Towndrow...
by Melinda Dooly, Randall Sadler
in Volume 20 Number 1, February 2016
- Embodied interaction: Learning Chinese characters through body movements
-
...feedback. Learners were able to dynamically adjust their construction of the
postures to suit the corresponding Chinese character. However, in Lan et al. (2018), although learners also
moved as dire...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Student use and instructor beliefs: Machine translation in language education
-
...feedback on this manuscript provided by the anonymous reviewers. We are
also grateful to the students and instructors who participated in our studies. Finally, our thanks to our
research assistants ...
by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023
- Using eye-tracking as a tool to develop lexical knowledge
-
...feedback and the development of L2 grammar. Language
Learning & Technology, 13, 96–120. http://dx.doi.org/10125/44170
Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, and Marije Michel 1...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age
-
...feedback supports Berge & Collins' (1995) move to extend the concept
of computer-mediated communication in educational contexts to include any "computer-assisted
instruction" involving interactive l...
by Cameron Richards
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.