- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
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...he quiz, and the teacher reviews the answers with the class to reinforce learning
and clarify any misunderstandings.
6. Closure (3 minutes)
• The teacher summarizes the lesson by reviewing the ...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- New technologies, new literacies: Focus discipline research and ESL learning communities
-
...he Internet, but also how to evaluate the resources they found
there. After completing their search, students shared the resources found and their responses to them with
the instructor and the peer ...
by Loretta Kasper
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...he new and future teachers, where they could discuss their
questions and concerns with other students also in the beginning of their teaching careers. The instructors
provided the triggering questio...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer
-
...he learner achieved 80% accuracy when completing the items on the pre-
test, the system would proceed to the next phonemic contrast. If the learner did not meet the 80%
accuracy threshold, the system...
by Manman Qian, Evgeny Chukharev-Hudilainen, John Levis
in Volume 22 Number 1, February 2018
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...he human brain works. One of the theories in psychology and
neuroscience that has come to the fore in recent years is that cognition (and therefore speech) is not
exclusive to the brain, but rather ...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
-
...he red line represents the sample mean, while the black line on each
side of the plot is the mean of the 60 scores of that modality. The colors represent the 9 different bands of
the ACTFL scale fro...
by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...hen the raters reached a correlation of r = .70, the ratings were considered reliable and the raters scored
a larger subsection of the corpus. The final inter-rater reliability for the raters for the...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
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...her to the field of meta-analysis while she pursued her Ph.D. at the Pennsylvania State University. She
would also like to express her immense gratitude to the anonymous reviewers who offered many
s...
by Huifen Lin
in Volume 18 Number 3, October 2014
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
-
...he comprehension facets. These reflected
the significantly higher comprehension of e-text in the literal comprehension facet compared to the
comprehension levels in the evaluative comprehension face...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...her of French adapted the open
textbook Françcois interactif to fit a local African setting, a task the teacher assigned partly to her
students. The English language game Cipher was integrated into ...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
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