- Effects of digital game elements on engagement and vocabulary development
-
...inking positive emotions with increased motivation (Tyng et al., 2017). Therefore,
stimulating positive emotions through game elements can effectively enhance learner engagement in
DGBVL.
Third, g...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Pretask training for web-based second language collaborative writing
-
...links between group
interactions and writing products. Journal of Second Language Writing, 35, 38–53.
http://dx.doi.org/10.1016/j.jslw.2017.01.003
Liou, H. C., & Peng, Z. Y. (2009). Training effect...
by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024
- 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
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.