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Showing 71 - 80 results of 321 for Learner Autonomy

Review of advanced L2 pronunciation tool: BoldVoice
...learner autonomy and promote independent practice at a pace that is suitable for learners. This approach reflects Celce-Murcia et al.’s (2010) suggestion that pronunciation instruction should empowe...

by Mohamed Almahdi, Bryan Smith
in Volume 29 Number 1, 2025

Review of Multiple Affordances of Language Corpora for Data-driven Learning
...learner autonomy. Further, they provide effective justifications for inductive data-driven learning (DDL) activities and solutions to some obstacles such as extra demands and its predominant focus o...

by Hyung-Jo Yoon, Jungmin Lim
in Volume 20 Number 1, February 2016

Review of Second-Language Discourse in the Digital World: Linguistic and Social Practices in and beyond the Networked Classroom.
...learners and speakers through metadiscourse about language. Although CMD opens up possibilities for learners to engage in authentic discourse practices of L2 communities, many learners use these spa...

by Kristen Michelson
in Volume 21 Number 2, June 2017

Review of Learning Languages through Technology
...autonomy, or the teacher’s role). Each section ends with further questions for reflection and resources for practitioners. Elizabeth Hanson-Smith and Sarah Rilling introduce the book in the Chapter ...

by Carmen Tomas
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Review of Project-based language learning and CALL: From virtual exchange to social justice
...learner autonomy and creativity, motivation for learning, critical thinking, and collaboration) and challenges (e.g., readiness for technology use, task design, working autonomously, and socio-insti...

by Hiba B. Ibrahim
in Volume 26 Number 1, 2022

Evolving technologies for language learning
...learner autonomy to rewilding: A discussion. In M. Cappellini, T. Lewis, & A. Rivens Mompean (Eds.), Learner autonomy and Web 2.0. (pp. 12–35). Equinox. Lohr, S. (2021, January 10). He created the ...

by Robert Godwin-Jones
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Technology-mediated task-based language teaching: A qualitative research synthesis
...Learner-learner interactions are not dominated by a number of more competent learners; on the contrary, a clear division of labour among participating students is noted, although in some instances, ...

by Sin Wang Chong, Hayo Reinders
in Volume 24 Number 3, October 2020

Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
...Learners’ language proficiency may constitute another variable affecting the value of such feedback. AWE programs, like many other CALL tutors, are designed to foster learner autonomy by performing ...

by Chi-Fen Emily Chen, Wei-Yuan Eugene Cheng Cheng
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

How a Web-Based Course Facilitates Acquisition of English for Academic Purposes
...learners are most likely to notice linguistic form during interaction. According to Hegelheimer and Chapelle (2000), the most useful interactions are those which help learners comprehend the semantics...

by Jin Chen, Safia Belkada, Toshio Okamoto
in Volume 08 Number 2, May 2004

Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
...learner-centered activities (Bhattacharjee, 2015) by organizing activities that assist learners in developing new insights and to connect them with their previous learning. Involving learners in the...

by Yu-Ju Lan
in Volume 24 Number 1, February 2020