- Students’ perceptions and experiences of mobile learning
-
...Song, & Burston, 2011), grammar, listening, and speaking
(Rueckert, Kiser, & Cho, 2012), in both formal and informal settings (Demouy & Kukulska-Hulme,
2010). Furthermore, the use of mobile technolo...
by Daesang Kim, Daniel Rueckert, Dong-Joong Kim, Daeryong Seo
in Volume 17 Number 3, October 2013 Special Issue on MALL
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Song & Usaha 2009 Moodle JA M IN S IH
Sun 2010 Blog JA M AF C IH
Sun 2012 Blog JA M AF N/A IH
Thurston et al. 2009 RD platform JA S N/A P IH
Tsai 2007 Blog TH S IN C IH
Volle 2005 E-mail JA M ...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Online videos for self-directed second language learning
-
...songs or teach sign language vocabulary. This genre has
been roundly critiqued as a form of cultural appropriation (see e.g., Handspeak.com, n.d.; Lloyd, 2020),
and has led to more general advice to...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Technology-enhanced L2 instructional pragmatics
-
...song’s lyrics using eComma, an open-source DAT. The authors noted that
most second language teachers conceptualize reading as a skill to be performed by individual learners.
However, DATs allow for ...
by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Guest editor commentary
-
...song in English or gives an interview in English and the use of language is picked up as
noteworthy by commenters. In the article, Benson develops a discourse analytical framework designed to
more s...
by Christoph A. Hafner, Alice Chik, Rodney H. Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Effects on learning logographic character formation in computer-assisted handwriting instruction
-
...Song, 1987).
Although handwriting is a part of instruction, effective methods to teach this skill have not been given the
attention they need. In an L2 setting, instructors usually reinforce it in ...
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012
- It's Just a Game, Right? Types of Play in Foreign Language CMC
-
...song is only an
excerpt from the private speech that this student produced:
Example 3
Hermann_Voss says, "Meine Bologna hat ein erste
Nammen, ist O-S-C-A-R"
Hermann_Voss says, "My bologna has a first ...
by Chantelle N. Warner
in Volume 08 Number 2, May 2004
- Teaching Google search techniques in an L2 academic writing context
-
...Song upper-intermediate 0 0 1 8 9
Yumee upper-intermediate 2 4 4 0 10
Total (M) 36 (2.4) 23 (1.5) 33 (2.2) 37 (2.5) 129 (8.7)
Note. a All student names are pseudonyms. b No homework submission
T...
by Sumi Han, Jeong-Ah Shin
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...Song et al., 2017).
Ultimately, once suitability has been established, it is essential to carry out Step 4 of the framework by
investigating the Pedagogical Effectiveness of the tool, which correspo...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...songs, movies, plays, speeches, or
conversations. The semantic item scoring rubric, which was inspired by Huang et al. (2021), assessed
both pre- and post-performance. It consisted of four criteria:...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.