- Computing curriculum time and input for incidentally learning academic vocabulary
-
...er two, and 365 after three. Reading at 260 wpm, estimates are 336 words after one
year, 419 after two, 464 after three; and for faster readers at 350 wpm, 387 words after one year, 454 after
two, a...
by Clarence Green
in Volume 26 Number 1, 2022
- L2 blogging: Who thrives and who does not?
-
...ersonal
experiences and perspectives
knower (ER-, SR+)
b) Reading blogs To expose learners to a variety of topics their
peers are interested in, thereby allowing them
to see the personal aspects...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
- Enhancing extensive reading with data-driven learning
-
...er interference, was used following the post-test.
Personal Construct Repertory Grids were developed over 50 years ago by Kelly, the founder of Personal
Construct Psychology (Kelly, 1955, 1963). Fun...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
-
...eractions
Margarita Vinagre*, Universidad Autónoma de Madrid
Marta Giralt, University of Limerick
Ciara R. Wigham, Universitè Clermont Auvergne, ACTé, F-63000 Clermont-Ferrand,
France
mailto:...
by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026
- AI-generated vs teacher feedback: A comparative study on EFL learners’ public speaking anxiety and oral presentation performance
-
...erated or Teacher)
Over the five-week intervention, the feedback delivery differed between the experimental and control
group. Participants in the experimental group were provided with AI-generated ...
by Hafize Ayaz Yilmaz, Gülay Er
in Volume 30 Number 1, 2026
- Teaching German modal particles: A corpus-based approach
-
...er, Brons-Albert, had on her private phone over a period of 10 months. Callers were unaware of
being recorded. With permission of the individual speakers, a selection of conversations were transcribed...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Task-induced development of hinting behaviors in online task-oriented L2 interaction
-
...ersification of interactional resources to enact social
actions (e.g., Hellermann, 2009; Nguyen, 2011; Pekarek Doehler & Berger, 2016; Pekarek Doehler &
Pochon-Berger, 2011; Rine & Hall, 2011).
Prev...
by Ufuk Balaman
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
-
...eration exercises (partial transcript generation exercises include listening-
based fill-in-the-gap, multiple-choice, and reorder exercises, while full transcript generation refers to
dictation exerc...
by Marwa Hafour
in Volume 29 Number 1, 2025
- Review of Business Connections - Lab Workstation Version
-
...eritage
Language Speakers Program. She is a graduate of American University’s Masters International Program,
and served as a teacher trainer with the US Peace Corps in the Republic of the Philippin...
by Brooke Cashman
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Thirty years of data-driven learning: Taking stock and charting new directions over time
-
...ere included, notably journal articles, book chapters and conference proceedings. Conference posters
and oral presentations, slides, notes and other text types were excluded, as were PhD and master’s...
by Alex Boulton, Nina Vyatkina
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
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