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Showing 71 - 78 results of 78 for Stockwell

Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
...Stockwell (Ed.), Computer Assisted Language Learning: Diversity in Research and Practice (pp. 14–32). Cambridge University Press. Garrett, N. (2009). Computer‐Assisted Language Learning trends and i...

by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021

From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
...Stockwell, 2006; Nobles, Dredger, & Gerheart, 2012; Shoffner, 2007). Thus, in order to help teachers develop the knowledge they need to integrate CALL effectively, the TPACK framework (Mishra & Koeh...

by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Power within blended language learning programs in Japan
...Stockwell, 2006). As universities gain pace in the adoption of blended language learning (Latchem & Jung, 2010; Neumeier, 2005), the processes involved provide a rich opportunity to research hegemon...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
...Stockwell (2010) compared the vocabulary learning performance and vocabulary gains from pre-intermediate learners of English, when using mobile platforms and computers/laptops. His study’s results i...

by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
...Stockwell (2010) V Mobile-based system called “VocabTutor” Note. L = Listening; R = Reading; S = Speaking; W = Writing; G = Grammar; V = Vocabulary; P = Pronunciation As shown in Table 1, previo...

by Marwa Hafour
in Volume 29 Number 1, 2025

Effect of using texting on vocabulary instruction for English learners
...Stockwell, 2010, p. 96) as well as the content of messages sent to learners. With three exceptions, the EFL learners sent their instructor messages with sentence construction, fill-in-the-blank, and...

by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019

Modality and task complexity effects on second language production in CMC
...Stockwell, 2010). Yilmaz (2011), for example, compared the language use of students engaged in two different types of tasks in CMC: dictogloss and information-gap. Task type significantly influenced...

by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023

The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
...Stockwell, 2022, p. 8). MALL research involves using mobile-based apps or device features for language teaching and learning in specific environments with specific participants and treatment conditi...

by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024