- Effect of using texting on vocabulary instruction for English learners
-
...resources,
such as an online dictionary and vocabulary and cultural tips. Meanwhile, target words or expressions with
brief explanations in Chinese and English were sent to students through SMS. How...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- The effects of item preview on video-based multiple-choice listening assessments
-
...open-ended format) on the interpretations of test takers’ scores (Brown, 2005; Carr, 2011; Fulcher, 2010).
This means interpretations of listening test scores are a function of not only the test take...
by Dennis Koyama, Angela Sun, Gary J. Ockey
in Volume 20 Number 1, February 2016
- Individual versus interactive task-based performance through voice-based computer-mediated communication
-
...open-source interactive speaking tools are
available (e.g., SpeakApps project). These tools can optimize task-based computer-mediated oral
interaction among language learners by giving them access t...
by Gisela Granena
in Volume 20 Number 3, October 2016
- Synthetic voices in the foreign language context
-
...open; 3 = She
quickly opened the box and found the pictures and the letter; 4 = I looked for your picture, but I can’t
remember which girl you are; 5 = He stood up and walked to the chair where she ...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
- Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
-
...educational potential (Gee, 2007;
Reinders, 2012). In particular, many games encourage, and even require a significant amount of
interaction between players. Complex forms of sharing and collaborati...
by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- “A better me”: Using acoustically modified learner voices as models
-
...Educational
Can’t understand what people say to them
English is especially difficult
Sophie (5 phrases)
Educational
Arriving
English is especially difficult
But the major problem is being able ...
by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022
- Understanding the "Other Side": Intercultural learning in a Spanish-English e-mail exchange
-
...resources, she approaches
her explanation in a sensitive, tolerant way such as in her comment in the opening paragraph, "I don't
want to change your opinion, I only think that is better to know someth...
by Robert O'Dowd
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- The accuracy of computer-assisted feedback and students’ responses to it
-
...Educational Testing Service, and students’ responses to it. Thirty-two students
received feedback from Criterion on four essays throughout a semester, with 16
receiving the feedback immediately and ...
by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015
- Negotiation of meaning and corrective feedback in Japanese/English eTandem
-
...resources on L2 lexicon and forms while maintaining the same interaction.
Another aspect of text-based synchronous CMC with special potential for language learning is that users
can save and print a...
by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- A reflective e-learning approach for reading, thinking, and behavioral engagement
-
...educational goal (Apsari, 2018; Zhang, 2018). However, in
traditional EFL instruction, students rely heavily on the knowledge and translation imparted by the
instructor (Fauzan & Ngabut, 2018; McNam...
by Mei-Rong Alice Chen, Yi-Hsuan Lin
in Volume 28 Number 1, 2024
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