Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 641 - 650 results of 810 for Open Educational Resources

Microblogging Activities: Language Play and Tool Transformation
...educational contexts, Thorne (2003) found in one case study that a shift in the mediating tool from email to chat resulted in a quantitative and qualitative shift in communication patterns of two st...

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

The potential advantages of using an LLM-based chatbot for automated writing evaluation for English teaching practitioners
...OpenAI. (2023). ChatGPT—release notes: Introducing GPT. https://help.openai.com/en/articles/6825453-chatgpt-release-notes https://dx.doi.org/10.24093/awej/call9.1 https://doi.org/10.1177/0735633124...

by Kyungmin Kim, Jang Ho Lee, Dongkwang Shin
in Volume 29 Number 1, 2025

Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
...educational standards and mandates to regulate for difficulty, topic, and range in vocabulary and grammar, it is necessary to create chatbots that meet educational mandates and students' levels of p...

by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025

Analyzing oral skills in voice e-mail and online interviews
...open-ended writing; (b) reading comprehension containing culture and authentic material; (c) listening practice for vocabulary, structures, narrations, and dialog; and (d) video clips with various l...

by Lisa M. Volle
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Exploring the blended learning design for argumentative writing
...Educational Psychology, 103(1), 73– 84. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. Evagorou, ...

by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Mode, meaning, and synaesthesia in multimedia L2 writing
...resources she has available and selects those most apt for her communicative purposes, Bonnie’s example shows how the manipulation of resources can actually re-inspire the multimodal author in mid-str...

by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Review of Tell Me More Spanish
...opens with the sounds of morning birds as the female narrator tries to wake up a sleeping boy with the words "Venga! Arriba! Perezoso!" (Come on! Get up! Lazy boy!). It then provides several generic i...

by Barbara A. Lafford
in Volume 08 Number 3, September 2004 Special Section on Global English(es)

Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
...educational settings are evolving to include public cyber schools as a common alternative to the classic brick-and-mortar classroom environment across the United States. According to the National Al...

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

Does a 3D immersive experience enhance Mandarin writing by CSL students?
...Educational Resources and Research, 69, 129–144. Cheng, H. J., Zhan, H., & Tsai, A. (2010). Integrating Second Life into a Chinese language teacher training program: A pilot study. Journal of Techn...

by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019

Changing technologies, changing literacy communities?
...educational multimedia companies. Just as earlier inventions did not cause any specific outcomes, so too, computer technology does not of itself cause specific developments around the technology. Al...

by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies