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Using immersive virtual reality for the assessment of intercultural conflict mediation
...longer so they could finish creating a marketing video. Mateo insisted that the video can wait until tomorrow, but Sarah wanted to finish it immediately so they could use it the next day. This confl...

by Naoko Taguchi
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

EFL adolescents’ engagement in artificial intelligence and peer interaction
...longer-lasting impact of human interaction. Zou et al. (2023) reported that although Chinese EFL students appreciated AI applications for their portability and immediate feedback, they remained sk...

by Juhee Lee
in Volume 29 Number 1, 2025

Multimodal effects of processing and learning contextualized L2 vocabulary
...long with theoretically-motivated predictions for how bimodal conditions impact processing. L2 studies have long examined how repetition of new words in context impacts learning gains (see Webb & Na...

by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Can software support children's vocabulary development?
...long and tumultuous history, the companies that develop them have always included literacy experts from around the country in the role of series authors. Such authors are involved in every aspect of p...

by Julie Wood
in Volume 05 Number 1, January 2001

Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
...longitudinal case studies to probe more deeply into teaching and learning processes with AWE and the long-term effects of using this technology for writing improvement. Moreover, how to measure the ...

by Chi-Fen Emily Chen, Wei-Yuan Eugene Cheng Cheng
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...longitudinal qualitative empirical data, involving classroom observations, video recordings of lessons, in-depth interviews and video-stimulated reflections. Findings suggest that in spite of commun...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Effects of web-based collaborative writing on individual L2 writing development
...long with observations of collaborative writing sessions, are used to develop a Teaching Cycle for Web-Based Collaborative Writing. This pedagogical cycle outlines key factors that should be conside...

by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016

L2 learners’ engagement with automated feedback: An eye-tracking study
...long. It was found that all learners paid more attention to Criterion feedback on grammar rather than those on organisation and development, usage, mechanics, and style. Ranalli (2021) investigated ...

by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

The CALL-SLA interface: Insights from a second-order synthesis
...long with an examination of different types of technology such as CALL glosses and computer-mediated communication (CMC). Results of the methodological review reveal wide variability overall and in ...

by Luke Plonsky, Nicole Ziegler
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Chasing the butterfly effect: Informal language learning online as a complex system
...longitudinal (i.e., collected over a longer period of time), and individual (i.e., for one person at a time and not averaged out). (Van Dijk, Verspoor, & Lowie, 2011, p. 62) The emphasis on measuring...

by Robert Godwin-Jones
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL