- The effects of face-to-face and computer-mediated recasts on L2 development
-
...speech (i.e., backshifting of verbs from past to past perfect). Conversely,
SCMC recasts seem to be less successful when they target non-salient linguistic features (Loewen & Erlam,
2006; Sauro, 200...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- Evolving technologies for language learning
-
...speech recognition and voice synthesis, as seen in Google
Duplex, come close to being able to replicate human to human conversations (González-Lloret, 2019).
Robert Godwin-Jones 17
Periodically...
by Robert Godwin-Jones
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...speech segments. Then, using the Garrison
et al. framework (2001), both researchers coded the social and cognitive speech segments in the same
training transcript. From this analysis, they establish...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class
-
...synthesis, a point she made with reference to Bloom's
(1956) taxonomy.
What emerged as important in Lucie's vision of teaching was the creation of a community of learners that
extended not only to the...
by Susan Parks, Diane Huot, Josiane Hamers, France H.-Lemmonier
in Volume 07 Number 1, January 2003
- Building the porous classroom: An expanded model for blended language learning
-
...speech
Robert Godwin-Jones 3
patterns which can richly supplement the traditional standard language taught in classrooms and in
textbooks (Thorne et al., 2009). Engaging with target language sp...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Computer-mediated corrective feedback and the development of L2 grammar
-
...speech). Despite a
Language Learning & Technology 98
Shannon Sauro Corrective Feedback and the Development of L2 Grammar
higher level of form awareness reported by participants in the enhanced con...
by Shannon Sauro
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...synthesis implemented their chatbot intervention for 10 weeks or longer, with
the majority having a month or shorter duration. They also found that only one study (i.e., Lin & Mubarok,
2021) concern...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
-
...speech recognition
technology is used in speaking exercises to provide feedback. The inclusion of Stories facilitates reading
and listening comprehension practice at a discourse level, helping to co...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Vocabulary learning through a daily task of cooking in the Digital Kitchen
-
...speech in everyday communication (Webb, 2005). They are also the easiest word class to
learn, and, particularly, concrete nouns are learnt more easily than abstract nouns (De Groot, 2006). Also,
the...
by Jaeuk Park
in Volume 26 Number 1, 2022
- Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
-
...speech and writing through a merging of the
interactional and reflective aspects of language (Warschauer, 1997). It was proposed that CMC “affords
equal opportunities for participation to all member...
by Tripp Strawbridge
in Volume 25 Number 2, June 2021
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