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Corpus literacy development: Three teachers' stories: ...hem to check new vocabulary words in COCA. This reflects the theme of Training matters. In her post-training interview, Aubrey was asked whether collecting her learners’ needs helped her learn to ...

by Cathryn Bennett
in Volume 29 Number 1, 2025
Review of Computer-assisted Foreign Language Teaching and Learning: Technological Advances: ...he split-attention effect: they cannot both listen to the lecture and take notes at the same time. She suggested that the Echo Smartpen or similar such tools could possibly help alleviate the split...

by Robert Blake
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
Review of Informal digital learning of English: Research to practice: ...he teacher. In the final stage, the students are encouraged to independently plan and complete IDLE tasks. The teacher does not organise or evaluate these tasks, unlike those assigned in the second ...

by Lucas Kohnke
in Volume 26 Number 1, 2022
Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach: ...he iPads and the Penultimate app. Liliana preferred the post-essay, as she felt finishing the pre-essay was a heavy task. However, when using the iPad and the Penultimate app, Liliana thought the po...

by Yan Chen, Chris Liska Carger, Thomas J. Smith
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
From the Special Issue Editors: ...he school computer lab where students were paired, but without being told who their partner was or where s/he was sitting in the classroom. Each pair used the discussion function of Blackboard, a We...

by Michele Knobel, Colin Lankshear
in Volume 09 Number 1, January 2005
Review of Contemporary Computer-Assisted Language Learning: ...her language education theories. In examining the history of CALL from the pioneer PLATO project of the 1960s to the social turn of the 2000s, the chapter matches technological developments with ped...

by Ciara Wigham
in Volume 17 Number 2, June 2013
Agency to autonomy in mediated data-driven learning: A longitudinal study: ...hee’s worksheet) Seo-hee: Wow, how did you know that? Suho: (Tapping Seo-hee on the arm) What is it? What is it? (...) Which part are you talking about? Seo-hee: Here, in the front part...

by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
Language learning in the wild: A young user perspective: ... beginning Thomas [a friend] and I helped each other. Then he didn’t want to play anymore, and I couldn’t ask him to help because then he was no longer updated on the game…then umm we had been getti...

by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
Review of Call: Media, Design, & Applications: ...heir software and their work have been successful in Belgium. They argue that their success is due to providing what users actually want instead of what they, themselves, believe their users need. A...

by Mike Ledgerwood
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
The pedagogical mediation of a developmental learner corpus for classroom-based language instruction: ...hey engaged in the interactions that subsequently formed the DLC. As observers, they retrospectively examined these data and critically analyzed them under the guidance of the teacher. During non-te...

by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008

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