- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...resources offered can be voluminous compared to teacher-supplied feedback, as
Robert Godwin-Jones 7
auxiliary writing resources are often integrated (Grimes & Warschauer, 2010; Hussein ...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning
-
...educational research and practice. Educational Psychology Review, 18(4), 315–
341. https://doi.org/10.1007/s10648-006-9029-9
Pelletier, C. (2024). Against personalised learning. International Journ...
by Robert Godwin-Jones
in Volume 30 Number 2, Special Issue: Emotional CALL
- GenAI-mediated activity theory (GMAT) for L2 teachers
-
...resources. These materials and
resources may range from chatbots that could be used as a speaking practice partner (e.g., Lee et al.,
2024), story (texts) for L2 reading lessons (e.g., Kohnke et al....
by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026
- Multimodal glosses revisited: Interplay of individual differences and repeated exposures
-
...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
- Review of World Link Intro: Student Book and Video Course
-
...open-ended enough to
enable students to express their own views with their own language. Students describe their favorite
vacation places (p. 21), interview each other about weekend plans (p. 79),...
by Ruth Mendel
in Volume 10 Number 3, September 2006
- 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
- 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?
-
...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
- A conversation with the finalists of the 2023 LaunchPad language educational technology competition
-
...educational technology companies and projects. And well, today we had five finalists come in and do their presentations, their pitches in front of a very large audience, as well as a group of judges, ...
in Language Learning & Technology Media
- Technique efficacy when using a student response system in the reading classroom
-
...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
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.