- Incorporating digital multimodal composing into game-enhanced language learning
-
...literature (Li et al., 2021; Wang, 2020). The subsequent decline in
boredom towards the end of the project could be attributed to a shift in their appraisals: as the deadline
neared, their focus lik...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...lishing Orthography-Semantics Linkage
Orthography-semantics linkage has been identified as more reliable and useful than phonology-semantics
linkage for CFL learners (Perfetti et al., 2005; Xu et al...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...li3, rustic), 浬 (li3, nautical mile), 哩 (li3,
mile), 鋰 (li3, a kind of metal), 狸 (li2, fox), 裡 (li3, inside), 娌 (li3, sister-in-law), 理 (li3, reason), and 鯉
(li3, a kind of fish). After learning the s...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Embodied interaction: Learning Chinese characters through body movements
-
...like those in the educational sectors. Devices like the Microsoft Kinect enable users to control
computer systems with the limbs, torso, or full bodies without a keyboard and mouse, which, from the
...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Effects on learning logographic character formation in computer-assisted handwriting instruction
-
...liked the prevailing (M =
5.38) and multimedia tasks (M = 5.06) to about the same degree (F = 14.97, p = .598) while the novice
participants liked the multimedia task (M =6.28) more than they liked ...
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012
- Rapport-building through CALL in teaching chinese as a foreign language: An exploratory study
-
...like/dislike or willingness/reluctance. The answers to these questions were likely to involve the
instructor indirectly, for example, week 2's question Ni xihuan zuofan ma? Ni zuofan zuo de zenmeyang...
by Wenying Jiang, Guy Ramsay
in Volume 09 Number 2, May 2005
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...lications of
manipulation-based VR. For example, Taiwanese students have logged into Second Life to learn English
words by clicking the objects and hearing their English names as well as to learn En...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
-
...ke connections, are often able to make use of these
components while reading unknown characters and words, they vary in their ability to do this (Everson,
2016). The unreliability of character compo...
by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Effects of digital game elements on engagement and vocabulary development
-
...ability, with most loadings exceeding 0.708; (b) acceptable internal consistency
reliability, with Composite Reliability (rhoC) values for most variables above 0.700; (c) high convergent
validity, w...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Using chatbots to support EFL listening decoding skills in a fully online environment
-
...line learning class (N = 46) or a flipped learning class (N = 43).
The students’ listening proficiency was also evaluated using the listening section of Cambridge English:
Preliminary, which corres...
by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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