- Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
-
...Hew, and Chengyuan Jia 25
Appendix B. Assessment Rubric
26 Language Learning & Technology
Appendix C. Self- and Peer-evaluation Forms
Yau Wai Lam, Khe Foon Hew, and Chengyuan Jia 27 ...
by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...Hew, & Kin Fung Chiu
Improving argumentative writing: Effects of a
blended learning approach and gamification
Yau Wai Lam, The University of Hong Kong
Khe Foon Hew, The University of Hong Kong...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...Hew et al., 2023; Jeon et al., 2023). CALL
scholars have recently conducted numerous studies on speech-recognition chatbots powered by artificial
intelligence (AI) and natural language processing (N...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- A systematic review of technology-enhanced L2 listening development since 2000
-
...hews & O’Toole, 2015), word lists (Matthews &
O’Toole, 2015), flashcards (Hwang et al., 2017), and speech transcripts (Hwang et al., 2014). By delivering
multimedia materials, digital affordances pr...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Exploring the blended learning design for argumentative writing
-
...Hew, & Chui, 2018). Besides, students’ inexperience in
extended argumentative writing and unfamiliarity with digital tools might negatively influence the learning
results (Howell, Butler, & Reinking...
by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
-
...Hew, 2011; Lomicka & Lord, 2016; Manca & Ranieri, 2016; Tang &
Hew, 2017) on computer assisted language learning has confirmed the positive impact of social media’s
interactive features on the langu...
by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022
- The design of an online concordancing program for teaching about reporting verbs
-
...Hewings & Hewings; 2002; Hunston, 2000; Hyland, 1998, 1999, 2001,
2002a; Lee & Swales, 2006; Stevens, 1991; Yoon, 2008; Yoon & Hirvela, 2004). Language teachers have
found concordancing to be a usef...
by Joel Bloch
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
-
...Hewings (2005) express concern whether this approach
to using online discourse may confuse students about the concept of authority, we wanted students to
become more creative participants in the dis...
by Joel Boch
in Volume 11 Number 2, June 2007
- Textual, genre and social features of spoken grammar: A corpus-based approach
-
...Hewings, 2001; Hyland, 1998; Reppen, Fitzmaurice, & Biber, 2002) and academic speech
(Ädel, 2006; Pérez-Llantada & Ferguson, 2006; Poos & Simpson, 2002; Simpson & Swales, 2001). These
studies have i...
by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Exploring L2 learners’ engagement and attitude in an intercultural encounter
-
...Hewings, 2004).
Literature Review
The wealth of research currently available looking into learners’ reflections on cultural issues in
telecollaborative environments portrays an indisputable interes...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 24 Number 1, February 2020
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