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Showing 81 - 90 results of 97 for Li Yang

Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
...lipped .926 23 .090 Flipped .937 23 .158 Writing_1 Non-flipped .935 23 .140 Flipped .885 23 .012 Writing_2 Non-flipped .968 23 .649 Flipped .906 23 .033 Writing_3 Non-flipped .932 23 .120 ...

by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022

Teaching foreign language with conversational AI: Teacher-student-AI interaction
...litate interactions between the students and CAI. There were several instances of collaboration between the teacher and CAI during classroom facilitation. This study highlights the implications of t...

by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Riding the digital wilds: Learner autonomy and informal language learning
...linguistic and educational background; the availability and suitability of chosen or found online resources; the learner’s motivation, knowledge, and ability to use and re-use the resources producti...

by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Multimodal glosses revisited: Interplay of individual differences and repeated exposures
...lick on hyperlinks for annotations of new words. Before the reading test, a 67-word English text was presented on the screen to measure Baseline Reading Time, recorded from when the text appeared...

by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
...livery, linked to a single theme, directed at the same interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then used the criteria indicated in Table 2...

by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Digital social reading in CALL teacher education
...li, E. (2022). Digital social reading: Exploring multilingual graduate students’ academic discourse socialization in online platforms. Linguistics and Education, 71. https://doi.org/10.1016/j.linged...

by Levi McNeil, Joy Egbert
in Volume 28 Number 1, 2024

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...lized as PREs. This study developed a coding scheme based on Timpe-Laughlin et al.’s work (2021), supplemented by Chen and Lin (2021). PREs were categorized into explicit and implicit dimensions. Th...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Vocabulary learning from watching YouTube videos and reading blog posts
...lish in school for at least five years (M = 10.4, SD = 3.3), but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in an English-speaking country f...

by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...litating synchronous online peer response groups. Mei-Ya Liang Synchronous Online Peer Response Groups Language Learning & Technology 46 LITERATURE REVIEW L2 Interaction in Face-to-Face and O...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Integrating technology into study abroad
...lish in Australia, a commercial product (English Central) was used with good results. It featured videos on situations and encounters students were likely to encounter. Instruction in English pragma...

by Robert Godwin-Jones
in Volume 20 Number 1, February 2016