- Riding the digital wilds: Learner autonomy and informal language learning
-
...eedback,
experiencing pride and satisfaction with one’s efforts, and establishing a congenial environment.
(Tseng et al., 2006, p. 81)
Self-regulation involves above all learners being active parti...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration
-
...feedback noted how going from Facebook to WeChat improved their communication. In
the post-survey, HK7 member Ethan noted: “WeChat is the most common communication tool used among
Chinese and we fel...
by Carolin Fuchs
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...feedback. The present study identified Chinese reading comprehension as the skill to be
assessed. Past research exploring factors that affect L2 Chinese reading comprehension emphasized reading
flue...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Audiovisual input in language learning: Teachers’ perspectives
-
...feedback allowed us to improve the clarity of items and
confirmed that open-ended questions allowed teachers to more fully express the reasons for using various
types of AV input across a wide range...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...feedback.
Data Analysis
Each vocabulary test item was graded either 0 or 1 depending on whether the answer was correct. Because
each derivative and word association test item contained four answer...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...feedback constituted a part of the
intervention in that learners were encouraged to practice the focal features after each interventional stage.
When they did so, their uses were pointed out and pra...
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- Developing intercultural competence through study abroad, telecollaboration, and on-campus language study
-
...feedback
on the study-abroad program.
References
Allport, G. W. (1954). The nature of prejudice. Oxford, England: Addison-Wesley.
Anderson, P. H., & Lawton, L. (2011). Intercultural development: ...
by Juhee Lee, Jayoung Song
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Second language learners’ post-editing strategies for machine translation errors
-
...feedback on the MT errors before PE. Overall, there needs to be more research on the strategies that learners
use during MT use which can be highlighted as an important element of L2 writing competen...
by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023
- Modality and task complexity effects on second language production in CMC
-
...feedback in synchronous voice-based computer mediated
communication: Effect of dyad. System, 41, 543-559. https://doi.org/10.1016/j.system.2013.05.005
Chapelle, C. A. (1997). CALL in the year 2000: ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...Feedback from both student evaluation surveys and learning activity
assignments indicated that this template was useful in getting student teachers away from merely
replicating particular models or ...
by Cameron Richards
in Volume 09 Number 1, January 2005
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