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Patterns of peer interaction in multimodal L2 digital social reading
...feedback which greatly improved the paper. Notes 1. Links to all lyrics can be found in the Appendix 2. One possible origin is the phrase décadence catalane décalée ‘quirky Catalan decadence’ propo...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Teaching critical, ethical, and safe use of ICT to teachers
...feedback on posted material can be exchanged as comments or postings. With the increasing prevalence of digital media-based communication in today’s world, students need to master these digital lite...

by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Online informal language learning: Insights from a Korean learning community
...feedback from the community as a form of member checking. Settings and Participants My observation of the r/Korean community took place in two online settings: a public subreddit on Reddit (hencefo...

by Daniel R. Isbell
in Volume 22 Number 3, October 2018

An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest
...feedback technologies and their effects on student learning and motivation. Jerry Chih-Yuan Sun is the corresponding author. E-mail: JerrySun@nycu.edu.tw ORCiD: https://orcid.org/0000-0002-7892-43...

by Liu-Cheng Pan, Jerry Chih-Yuan Sun
in Volume 28 Number 1, 2024

Digital Gaming and Language Learning: Autonomy and Community
...feedback, context, and motivation). By mapping L2 learning theories onto gameplay designs and principles, the authors provide a potential blueprint for the implementation of game-mediated L2 learning...

by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Task-based language teaching in VR versus traditional settings
...feedback on their responses upon completing each task, and their answers during this phase were not recorded for analysis. Although most participants finished in one day, total duration varied sligh...

by Koyo Ogawa
in Volume 30 Number 1, 2026

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

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