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Input vs. output practice in educational software for second language acquisition
...Educational Software… Language Learning & Technology 32 Table 4: The questionnaire on the computer program Noriko Nagata Input vs. Output Practice in Educational Software… Language Learning & Technolo...

by Noriko Nagata
in Volume 01 Number 2, January 1998

Collaborative writing among second language learners in academic web-based projects
...open-ended questions was also conducted at the end of the course to gather students’ perceptions of collaborative writing in this environment, their feedback on using Google Docs, and their frequenc...

by Greg Kessler, Dawn Bikowski, Jordan Boggs
in Volume 16 Number 1, February 2012

ESL teacher training in 3D virtual worlds
...educational technologies on several levels. First, 3D VWs support synchronous, multimodal communication via several communication channels including audio, text chat, collaboration boards, and webca...

by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
...educational areas (for example, mathematics and biology), researchers have utilized log data from digital games to collect evidence linking in-game behavioral actions with cognitive choices (Gibson ...

by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

How do learners use a CALL environment? An eye-tracking study
...educational background, 10 participants had a degree of secondary school, six a bachelor’s degree and five a master’s degree. Among them, 13 participants had normal, uncorrected eyesight, whereas ei...

by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023

A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
...educational computing perspective, another related concept can assist as well. The Task Level and Discussion Level Cumming (1993) provides a complementary perspective on learning which emphasizes a di...

by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004

Activate space rats! Fluency development in a mobile game-assisted environment
...open their mouths, preparing their vocal tract articulators for use in their conversation class. Their teacher also noted that a positive mood carried over from gaming sessions, “creating an overall ...

by Jennica Grimshaw, Walcir Cardoso
in Volume 22 Number 3, October 2018

Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
...resources in creating e-polite messages to their professors than non- native speakers. A possible avenue for pedagogical intervention with regard to instruction in and acquisition of politeness routi...

by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007

Visual reinforcement through digital zoom technology in FL pronunciation instruction
...educational settings, learner-friendly visual IFB and IFF has gained increasing attention. In practice, the IFF and IFB loop could be realized with the incorporation of visual reinforcement techniqu...

by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024

Conversations—and negotiated interaction—in text and voice chat rooms
...open-ended conversations regarding a set topic between Italian NSs and NNSs in text chats. Tudini discovered that speakers engaged in modified interaction, triggered mainly by lexical confusion, whi...

by Kevin Jepson
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development