- 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
- 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
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...Stockwell, 2006).
Developing Intercultural Competence: Blogs and Ethnographic Interviews
The need for language learners to develop intercultural communicative competence (ICC) has been
strongly adv...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...Stockwell (Ed.), Computer-assisted
language learning: Diversity in research and practice (pp. 127–146). New York, NY: Cambridge
University Press. https://doi.org/10.1017/cbo9781139060981
Bajorek, J...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- Understanding the "Other Side": Intercultural learning in a Spanish-English e-mail exchange
-
...Stockwell, 1998; Meagher & Castaños, 1996; Roberts, 1994; Sakar, 2001), little has
been done to evaluate to what extent such objectives can be achieved in the limited life-span of an e-mail
exchange b...
by Robert O'Dowd
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- How do learners use a CALL environment? An eye-tracking study
-
...Stockwell (Ed.), Computer-assisted
language learning: Diversity in research and practice (pp. 14–32). Cambridge University Press.
https://doi.org/10.1017/CBO9781139060981.002
Godfroid, A. (2019). E...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- L1 for social presence in videoconferencing: A social semiotic account
-
...Stockwell (Ed.), Computer assisted language
learning: Diversity in research and practice (pp.109–126). Cambridge: Cambridge University Press.
Llurda, E. (2004). Non-native-speaker teachers and Engl...
by Müge Satar
in Volume 24 Number 1, February 2020
- Task-based language teaching in VR versus traditional settings
-
...Stockwell (Eds.), The Cambridge
handbook of technology in language teaching and learning (pp. 377–392). Cambridge University
Press. https://doi.org/10.1017/9781009294850.028
Khodabandeh, F. (2022...
by Koyo Ogawa
in Volume 30 Number 1, 2026
- Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
-
...Stockwell (Eds.), Personalization, contextualization, and socialization
(pp. 184–206). Castledown Publishers.
Lee, S-M., & Briggs, N. (2021). Effects of using machine translation to mediate the revi...
by Sangmin-Michelle Lee, Nayeon Kang
in Volume 28 Number 1, 2024
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.