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Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions: ...designs with post-intervention assessments (e.g., Dizon, 2020; Zhang et al., 2024; Zhou et al., 2025), which inherently fail to capture individual differences in learners’ affective and behavioral d...

by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
Changing technologies, changing literacy communities?: ...instructional foci of collaboration and process were already in place before the use of computers (or some of their attendant technologies such as the Web) in education. In particular, "[i]n the com...

by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
The accuracy of computer-assisted feedback and students’ responses to it: ...design and what constitutes evidence of effective correction (Guénette, 2007; Polio, 2012; Xu, 2009). The immediacy of the feedback is what essentially sets apart computer-assisted feedback from hum...

by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015
ESL students' computer-mediated communication practices: Context configuration: ...designed to help international students and scholars adjust to American life and to develop English proficiency by focusing on oral communication. The teacher (who was not the researcher) explained t...

by Dong-Shin Shin
in Volume 10 Number 3, September 2006
Automated written corrective feedback: Error-correction performance and timing of delivery: ...designed for L2 users of a language, or, more recently both L1 and L2 users (Napoles et al., 2019) because the different groups are characterized by different common error types. L1 student writers’...

by Jim Ranalli, Taichi Yamashita
in Volume 26 Number 1, 2022
Peer feedback on language form in telecollaboration: ...design to an implementation phase, in which we examined the presence or absence of peer feedback on form in a condition more typical of bilingual classroom-based telecollaborative projects. The same...

by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
Negotiation of meaning and corrective feedback in Japanese/English eTandem: ...design and applications (pp. 14–31). Lisse: Swets & Zeitlinger. Payne, S., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage de...

by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
Writing/thinking in real time: digital video and corpus query analysis: ...designers to easily compile and modify the contents of the corpus by simply creating hyperlinks to the online texts. In addition to search capability, it is important that the system have a logging ...

by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
L1 for social presence in videoconferencing: A social semiotic account: ...design, relationship management, raising intercultural awareness, and establishing solidarity” (p.252). Similarly, Walker (2017b) demonstrated how e-tandem language learners using audio chats drew o...

by Müge Satar
in Volume 24 Number 1, February 2020
Caught in the web: Overcoming and reproducing hegemony in Azerbaijan: ...design tools to meet their own needs. To provide a simple example of how tools can incorporate bias, and as any left-hander can attest to, most tools are designed for a culture of right-handed people...

by Cara Preuss, Carolyn Morway
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

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