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Showing 71 - 80 results of 102 for Li Zhang

Using chatbots to support EFL listening decoding skills in a fully online environment
...line learning class (N = 46) or a flipped learning class (N = 43). The students’ listening proficiency was also evaluated using the listening section of Cambridge English: Preliminary, which corres...

by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
...ling or memorize L2 English words using their mobile phone. Via a mobile accessible web-based application, teachers and parents prepare English spelling and English/Afrikaans vocabulary lists from ...

by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL

EFL adolescents’ engagement in artificial intelligence and peer interaction
...Li & Jeong, 2020). However, recent developments in AI-powered tools—such as intelligent personal assistants (IPAs) like Google Assistant and AI-driven language learning applications like Duolingo—...

by Juhee Lee
in Volume 29 Number 1, 2025

Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
...licit versus implicit + explicit instruction? 2. What do learners claim they notice from implicit versus implicit + explicit instruction? Methodology Participants Students enrolled in the advanced...

by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Patterns of peer interaction in multimodal L2 digital social reading
...literacies movement, the development of L2 literacy and pragmatic awareness are intimately linked. Moving away from the traditional definition of literacy as the ability to decode and encode texts, a...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Investigating the types and use of feedback in middle-school English language learners’ academic writing
...lies in explicit instruction of academic English language and literacy skills for students (Pereira & de Oliveira, 2015; Uccelli & Phillips Galloway, 2017). Although much research has emerged on aca...

by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024

An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest
...liberate vocabulary list learning as the learning task. Participants were asked to memorize English word-meaning links within a limited amount of time. The experiment consisted of three stages. In t...

by Liu-Cheng Pan, Jerry Chih-Yuan Sun
in Volume 28 Number 1, 2024

The effects of AI-guided individualized language learning: A meta-analysis
...liability (i.e., standardized test with reported reliability vs. researcher developed test without reliability reported), which concern publication types of the primary studies. We included them in ...

by Hansol Lee, Jang Ho Lee
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Technology-mediated TBLT and language development for beginning learners of Vietnamese
...licit grammar instruction, as well as the generalizability and transferability of tasks applicable to other contexts. Previous research has identified similar challenges (Ellis, 2017), which highlig...

by Hoa T. Vinh Le, Nicole Ziegler
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Exchanging ideas with peers in network-based classrooms: An aid or a pain?
...liams, G. (1996). Introduction. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. xi-xxi). New York: Longman. Johnson, D. M. (1992). Compliments and politeness in peer-review texts, Applied L...

by Sima Sengupta
in Volume 05 Number 1, January 2001