- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
-
...Cárdenas-Claros, 2011; Grgurović & Hegelheimer, 2007); or create interactional
shortcuts that, in principle, meet their individual learning goals, but inadvertently result in help option
neglect (Cá...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- Audiovisual input in language learning: Teachers’ perspectives
-
...Cárdenas-Claros, Pontificia Universidad Católica de Valparaíso, Chile
Elizabeth Huntley, University of Colorado, Denver
...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Review of Blended Language program Evaluation
-
...Cárdenas-Claros, M., Suvorov, R., & Rick, K.
2016
ISBN: 978-1-137-51436-3
US $100.00
248 pp.
Palgrave MacMillan
Basingstoke, UK
As computer-assisted language learning (CALL) implementations a...
by Senta Goertler
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Review of SMART CALL: Personalization, contextualization, & socialization
-
...Cárdenas-Claros and Dassonvalle propose a framework for designing computer-based L2
listening tasks that consist of three main components: input features, task structure, and task support. On
the ba...
by Andrias Susanto, Sinem Sonsaat-Hegelheimer
in Volume 27 Number 1, 2023
- Announcements and acknowledgements
-
...Cárdenas-Claros, Marinella Caruso, Catherine Caws, Luis Cerezo, Cheryl
Wei-yu Chen, Hsin-I Chen, Rainbow Chen, Yan Chen, Alice Chik, Sunah Cho, Cathy Cohen, Joseph
Collentine, Karina Collentine, Kat...
in Volume 22 Number 1, February 2018
- How do learners use a CALL environment? An eye-tracking study
-
...Cárdenas-Claros, M. S. (2005). Field dependence/field independence: How do students perform in CALL-
based listening activities? [Unpublished master thesis]. Iowa State University.
Cárdenas-Claros, M...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Using eye-tracking as a tool to develop lexical knowledge
-
...Cárdenas-Claros &
Gruba, 2010). In digital reading, glosses constitute one type of language-related help option, but they may
be skipped by learners (Warren et al., 2018). Gaze-contingent eye-tracki...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Cárdenas-Claros, M. S., Huntley, E., & Montero Perez, M. (2024). Audiovisual input in
language learning: Teachers’ perspectives. Language Learning & Technology, 28(1), 1–25.
https://hdl.handle.net/1...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Technology and the four skills
-
...Cárdenas-Claros and
Gruba (2012) mention the use of captions, transcripts, input enhancement (e.g., fonts, size, and color; also
see Chapelle, 2003), electronic glossaries, links to dictionaries, or...
by Robert Blake
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Vocabulary learning through a daily task of cooking in the Digital Kitchen
-
...Cárdenas-Claros & Gruba, 2014; Grgurovi & Hegelheimer, 2007; Mohsen, 2016b). Multimedia annotations,
for example, have been made available to provide learners with not just textual but also pictorial...
by Jaeuk Park
in Volume 26 Number 1, 2022
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.