- Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes
-
...Learners’ language proficiency may constitute another variable affecting the value of such feedback.
AWE programs, like many other CALL tutors, are designed to foster learner autonomy by performing
...
by Chi-Fen Emily Chen, Wei-Yuan Eugene Cheng Cheng
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- How a Web-Based Course Facilitates Acquisition of English for Academic Purposes
-
...learners are most likely to notice
linguistic form during interaction. According to Hegelheimer and Chapelle (2000), the most useful
interactions are those which help learners comprehend the semantics...
by Jin Chen, Safia Belkada, Toshio Okamoto
in Volume 08 Number 2, May 2004
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...learner-centered activities (Bhattacharjee, 2015) by organizing
activities that assist learners in developing new insights and to connect them with their previous learning.
Involving learners in the...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
-
...learner autonomy (Benson, 2001).
Throughout this paper, focus is placed on the first exercise that the students meet in the course, a reading
comprehension exercise. It was hypothesised that increas...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Mastery-based language learning outside class: Learning support in flipped classrooms
-
...Learner Autonomy
Language(s) Learned in this Study: Mandarin Chinese
APA Citation: Wang, Y., & Qi, G. Y. (2018). Mastery-based language learning outside class: Learning
support in flipped classrooms....
by Yuping Wang, Grace Yue Qi
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Unpacking EFL students’ engagement with GAI in digital multimodal composing
-
...learner agency, GAI
literacy, L2 proficiency, peer recognition, division of labor, and contextual limitations. Based on the
findings, we propose a Model of Learner Engagement in GAI-assisted DMC and...
by Yu Zhang, Lawrence Jun Zhang, Li Jia, Yumei Yang
in Volume 30 Number 1, 2026
- Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
-
...autonomy that we have for each assignment, I think it is obvious that the chart is "too narrow"
and the level of autonomy is dependent on more factors than those listed in the table on page 393.
Phase...
by Faridah Pawan, Trena M. Paulus, Semon Yalcin, Ching-Fen Chang
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Applying educational data mining to explore individual experiences in digital games
-
...learner autonomy (Ryan, et al., 2006) and that perception of autonomy
is associated with enjoyment (Huang et al., 2019). This may explain why two groups of players who
played in unique ways both rep...
by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023
- How do learners use a CALL environment? An eye-tracking study
-
...learners can engage with the L2 outside the
classroom (Godwin-Jones, 2019). These types of materials have the potential to promote informal L2
learning as well as learner autonomy (Godwin-Jones, 201...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Integrating semiotic resources in CALL activity designs
-
...learner-content interaction 101, 103, 104,
- activate prior knowledge 105, 106, 107,
- enable learner control of the content 108, 110, 112,
113, 114
- foster learner autonomy and self-paced learn...
by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.