- Virtual reality in the Spanish classroom: A longitudinal control-experimental research study
-
...Wu and Hung (2022) found that although middle school English learners showed small
increases in WTC after using HiVR, their gains did not differ significantly from those of students who
learned thro...
by Tricia Thrasher, Kara Yarrington, Lorena Alarcon, Elif Varlik
in Volume 30 Number 1, 2026
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...Wu & Yu, 2022; Xing et al., 2019). Research has shown that positive achievement emotions
like hope, pride, and enjoyment trigger students to immerse themselves in the learning process (Bakır-
Yalçın ...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- The impact of video and written feedback on student preferences of English speaking practice
-
...Wu, Dupuis, and Hussein (2018) investigated
whether students in a teacher-training program preferred written, vocal, or video feedback. They found that
all the participants preferred receiving vocal...
by Sheng-Shiang Tseng, Hui-Chin Yeh
in Volume 23 Number 2, June 2019
- Negotiation of meaning to comprehend hypertexts through peer questioning
-
...Wu, & Cheng, 2013; King, 1994; King & Rosenshine, 1993).
Palincsar and Brown (1984) explicitly describe peer questioning as a strategy where students are
encouraged to generate questions to help the...
by Yu-Fen Yang, Pei-Yin Hsieh
in Volume 19 Number 2, June 2015
- The evolving roles of language teachers: Trained coders, local researchers, global citizens
-
...Wu, Gao, & Zhang, 2014, p. 248).
A recent article (Hou, 2015) describes an online CoP for Chinese teachers of English, which emerged
from a language teaching methodology course. A subsequent stage o...
by Robert Godwin-Jones
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
-
...Wu, 2021; Martin & Sippel, 2021), from computers
providing model voices (Ding et al., 2019), or through computerized mispronunciation detection (MPD) or
automatic speech recognition (ASR) algorithms...
by Alif Silpachai, Reza Neiriz, MacKenzie Novotny, Ricardo Gutierrez-Osuna, John M. Levis, Evgeny Chukharev
in Volume 28 Number 1, 2024
- E-learning and the development of intercultural competence
-
...Wu, Yeh, Chuang, Shei, & Chang, 2003)2 and an
online dictionary. It was hoped that the linguistic and semantic support of the concordancer could assist
learners to acquire new vocabulary (Zahar, Cob...
by Meei-Ling Liaw
in Volume 10 Number 3, September 2006
- Does Second Life improve Mandarin learning by overseas Chinese students?
-
...Wu, 2005).
Given the increasing number of overseas Chinese students learning Mandarin as a heritage language
(Curdt-Christiansen, 2006; He, 2006; He & Xiao, 2008), the above-mentioned problems encou...
by Yu-Ju Lan
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...Wu, Shih, & Tseng, 2010).
L2 and FL learners frequently experience difficulties in mastering writing skills (Lan, Sung, Cheng, &
Chang, 2015). The relatively small amount of time allocated to writin...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...Wu, 2019), communication skills (e.g., Cuervo-
Carruthers, 2017; Massery & Merrill, 2017), intercultural competency (e.g., Conboy, 2019; Warner-Ault,
2020), and confidence (e.g., Hetrovicz, 2021, 202...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
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