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Negotiating Common Ground in Computer-Mediated Versus Face-to-Face Discussions
...link the L2 forms to the meanings they encode. However, input itself is not sufficient to promote language learning. According to the Interaction Hypothesis (Long, 1985; 1996) interactive negotiation ...

by Ilona Vandergriff
in Volume 10 Number 1, January 2006

The development of advanced learner oral proficiency using iPads
...linker, 2001; Gass & Varonis, 1994; Larsen-Freeman & Long, 1991; Mackey & Philp, 1998; Pica, 1994; Varonis & Gass, 1985a, 1985b). In her introduction to Conversational Interaction in Second Language...

by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL

Effects of captioning on video comprehension and incidental vocabulary learning
...linked to listening success (Staehr, 2009; van Zeeland & Schmitt, 2012; Webb & Rodgers, 2009) and vocabulary learning (Baltova, 1999; Webb & Rodgers, 2009). Vocabulary size is also claimed to give a...

by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014

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

GenAI chatbots in language learning: A systematic review of emerging affordances
...link to speaking self-efficacy, fear of negative evaluation, self-perceived proficiency and gender. Science Insights Education Frontiers, 17(2), 2715–2731. https://doi.org/10.15354/sief.23.or388 ...

by Luis Lopez, Galyna Arabadzhy
in Volume 30 Number 1, 2026

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