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Showing 701 - 710 results of 821 for Chang

The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
...change (Long, 1981). The delayed oral CF technique we investigate is similar to immediate oral CF because the CF uses the same modality as the error being corrected, contextually juxtaposing the lea...

by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024

The practices and challenges of telecollaboration in higher education in Europe
...changes are increasingly part of teacher training programmes. Many of these were monolingual exchanges, and partly account for the considerable number of monolingual exchanges reported in the survey...

by Francesca Helm
in Volume 19 Number 2, June 2015

The effects of face-to-face and computer-mediated recasts on L2 development
...changing students' original content (see Example 1 obtained from the data of the present study). 2 Language Learning & Technology Example 1 Recast Learner: He dance tango. Researcher: He ...

by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022

Concerns with Computerized Adaptive Oral Proficiency Assessment
...changes in the testing format influence both the quality of speaking performances and the accuracy of proficiency ratings. The most important innovation in the COPI involves the use of an adaptive alg...

by John Norris
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Guest editor commentary
...change the world. New York, NY: Penguin. Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39. Peterson, M. (2013). Computer games and language learning. ...

by Jonathon Reinhardt, Julie Sykes
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

First- and second-language subtitles and cognitive load: An EEG study
...Chang & Choi, 2014). More importantly, since eye-tracking technology captures only “visual” processing, it may not fully account for the cognitive load experienced by L2 learners interacting with su...

by Taegang Lee, Yoohyoung Lee, Sungmook Choi
in Volume 29 Number 1, 2025

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...change for their collaboration. After initial screening, 544 participants (188 classroom and 356 Duolingo learners) were invited to the pretest (see Procedure). However, 207 participants (72 classr...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
...changes” (p. 108). Although the multifaceted and fluid nature of identity prevents arriving at a solid definition and classification of language teachers’ professional identity (Barkhuizen, 2017), e...

by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022

The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
...changing needs of learners in the digital age. As digital collaboration becomes an increasingly integral part of language learning, especially in large groups, teachers find it challenging to provid...

by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024

Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment
...changes in shapes or motions of objects (Caraballo, 1985; Rieber, 1996; Wong, 1994). Despite the overwhelming excitement for animated visualization, research studies have not been able to conclude...

by Huifen Lin, Tsuiping Chen
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading