- Effect of using texting on vocabulary instruction for English learners
-
...Jia Li & Jim Cummins
Effect of using texting on vocabulary instruction for
English learners
Jia Li, University of Ontario Institute of Technology
Jim Cummins, Ontario Institute for Studies in ...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Exploring AWE-supported writing process: An activity theory perspective
-
...life?
3 My view on Internet With the development of the Internet industry, nowadays in
influencers China, more and more young people dream to become successful
Internet influencers like Li Jiaqi, L...
by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- A systematic review of technology-enhanced L2 listening development since 2000
-
...listening-related knowledge; enabling listening practice in exercises; enabling listening practice
in spoken interactions; guiding and encouraging listening strategy application.
50 Language Lear...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Language teachers’ professional role identities and classroom technology integration
-
...lity and willingness to implement pedagogical
innovations, and hence may influence classroom technology integration (Beijaard et al., 2004). Technology
Chun Lai, Boning Lyu, Lianjiang (George) Ji...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- 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
- Dialogue systems for language learning: A meta-analysis
-
...licit < Explicit < Pre-set
Corrective feedback None < Implicit < Explicit
Primary modality Spoken / Written
Population L1 Chinese / English / Farsi / Korean / Spanish / ... / Mixed
Target langu...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- The application of chatbot as an L2 writing practice tool
-
...lic of Korea. He has received his Ph.D. in Applied Linguistics
from Victoria University of Wellington. His expertise and interests are in applied corpus linguistics and AI-
assisted language learning...
by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023
- Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
-
...like the conventional portfolio, e-portfolios are highly stimulating because of their flexibility,
interactive features, cost efficiency, accessibility, and compatibility with the learning style of 2...
by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022
- Introduction to the Special Issue on Automated Writing Evaluation
-
...lication. CALICO Journal, 33(1), i–v.
About the Authors
Jim Ranalli, PhD, is Associate Professor in the TESL/Applied Linguistics Program at Iowa State University.
His research addresses the inters...
by Jim Ranalli, Volker Hegelheimer
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Augmented reality technology in language learning: A meta-analysis
-
...lity, Meta-analysis, Linguistic Gains, Affective Gains
Language(s) Learned in This Study: English
APA Citation: Wu, J., Jiang, H.,& Chen, S. (2024). Augmented reality technology in language learnin...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
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