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Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
...linked with the game itself (Habgood, Ainsworth, & Benford, 2005), the previously learnt material was integrated into the narrative of Ragnarok, in order to provide students with learning opportuniti...

by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Pretask training for web-based second language collaborative writing
...links between group interactions and writing products. Journal of Second Language Writing, 35, 38–53. http://dx.doi.org/10.1016/j.jslw.2017.01.003 Liou, H. C., & Peng, Z. Y. (2009). Training effect...

by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024

Effects of digital game elements on engagement and vocabulary development
...inking positive emotions with increased motivation (Tyng et al., 2017). Therefore, stimulating positive emotions through game elements can effectively enhance learner engagement in DGBVL. Third, g...

by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025

Negotiations for meaning in the context of a massively multiplayer online role-playing game
...linked to multiple modalities (words, images, actions, sounds, etc.) and not just to words” (Gee, 2003, p. 108). Therefore, higher rates of breakdowns during off-task talk seem reasonable, consideri...

by Nasser Jabbari, Zohreh R. Eslami
in Volume 27 Number 1, 2023

Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
...link (the data collection instrument). The data collection instrument is available on the Open Science Framework: https://osf.io/aunxb/. Only data from participants who gave consent and completed bo...

by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Twenty-five years of computer-assisted language learning: A topic modeling analysis
...linkage agglomerative algorithm to identify potential inter-topic research directions, which were similar to the interdisciplinary analysis. An inter-topic direction is generated when two or more to...

by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
...link it to relevant elaborations. Mayer (1982) also found ESL students to be weak in organising and structuring their text unless explicit instruction of text structures is given. Content Students...

by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022

Technology integration for less commonly taught languages: AI and pedagogical translanguaging
...linked to a single course or teacher but represent a “systemic embeddedness of change” (Byrnes, 2020, p. 8). Involving local community members meaningfully in the development of technology integrat...

by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
...linked to specific places of importance. That has implications for language learning and Indigenous communities that are connected to place-based cultural traditions (Godwin-Jones, 2025d). Toward ...

by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Multimodal glosses revisited: Interplay of individual differences and repeated exposures
...links for annotations of new words. Before the reading test, a 67-word English text was presented on the screen to measure Baseline Reading Time, recorded from when the text appeared to when part...

by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL