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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

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

The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness
...feedback and the editors of this special issue for their insightful suggestions and expert guidance. Notes 1. I also conducted a cumulative link mixed model where awareness was treated as ordere...

by Aysen Tuzcu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

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

The role of tasks in promoting intercultural learning in electronic learning networks
...feedback. Regarding learner and teacher roles in task design, Breen points out that the language task itself is open to interpretation by the learner on his or her terms, and Legutke and Thomas add ...

by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies

A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
...feedback on what they had done. With all this in mind the Mike Levy and Claire Kennedy A Task-Cycling Pedagogy Using Stimulated Reflection… Language Learning & Technology 57 students drew up a plan fo...

by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...feedback. Data Analysis A median split was performed to divide participants into high- and low-span groups for both the reading span and the nonword repetition tests, making working memory span an...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
...feedback and support for all schoolwork. Research Questions 1. What is the relationship between participation in asynchronous discussions and success in L2 vocabulary learning? 2. How does motivat...

by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013

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