- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
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...low, UK: Longman.
Camblor, M. (2006). Type of written feedback, awareness, and L2 development: A computer-based study.
(Unpublished doctoral dissertation). Georgetown University, Washington, DC
Cer...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...logy in the IFF and IFB
loop was welcomed by the students, providing them with social and psychological benefits, such as a
sense of dyadic interaction, belonging, and relaxation.
Based on these fi...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...logster, and
NaturalReader. As seen in Figure 1, Glogster is an online multi-media site for educators that allows users
to create and share interactive posters by integrating different modes—such as...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Contextualized vocabulary learning
-
...losses on L2
vocabulary learning. Language Learning & Technology, 21(2), 32–51.
Li, S. (2017). Using corpora to develop learners’ collocational competence. Language Learning &
Technology, 21(3), 15...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
-
...logy’s view that positive emotions, through feedback loops, cumulatively boost long-term
development (Fredrickson, 2001). The ALI→RE sequence is significant, irrespective of the starting point,
form...
by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Effects of web-based collaborative writing on individual L2 writing development
-
...lowing areas: grammar, organization, or technology.
Accordingly, this collaboration allowed development to occur first between people at an
interpsychological level, which then led to better develop...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Multimodal visualization reflections for collaborative pre-task planning in L2 Spanish
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...lowing
students time to explore Kleki’s key features individually could help build both familiarity and confidence
in using the digital tool. Repeated exposure plays a crucial role in developing dig...
by Juan M. Rostrán Valle
in Volume 30 Number 1, 2026
- Pretask training for web-based second language collaborative writing
-
...loped. The developed. There are developed. The inadequately
thesis statement occasional minor thesis statement is developed. The
states the specific problems with depth obscure. Topic essay contain...
by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024
- Microblogging Activities: Language Play and Tool Transformation
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...lol, lolololol, and LOL. Chat interviews with the 3 students involved in
the study serve as additional source of qualitative data. These interviews took place through instant
messaging services on G...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- You've got some GALL: Google-Assisted Language Learning
-
...logging sites like Google’s Blogger, which
allows learners to instantly author, publish, and syndicate their own textual, audiovisual, and generally
multimedia productions for a global audience. Goo...
by George Chinnery
in Volume 12 Number 1, February 2008
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