- Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges
-
...Muñoz Computer-Mediated Corrective Feedback
Language Learning & Technology 83
APPENDICES
Appendix A. Tandem Learning by E-mail Guidelines2
Spanish-German
Coordinator in Germany: Beatriz Muñoz ...
by Margarita Vinagre, Beatriz Muñoz
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Muñoz, 2020), pronunciation (for example, Wisniewska & Mora, 2020), and
vocabulary (for example, Pujadas & Muñoz, 2019; Rodgers & Webb, 2020). This suggests that television
may be an important res...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Multilateral online exchanges for language and culture learning
-
...Muñoz in Computer-Mediated Corrective
Feedback and Language Accuracy in Telecollaborative Exchanges uses e-mail, a conventional and well-
established asynchronous tool. For their project, Kabata and ...
by Tim Lewis, Thierry Chanier, Bonnie Youngs
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Audiovisual input in language learning: Teachers’ perspectives
-
...Muñoz
et al., 2021), pronunciation (Wisniewska & Mora, 2020), and listening/speech decoding (Mitterer &
McQueen, 2009). Several language learning tools have been designed on the basis of such empiri...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
-
...Muñoz, 2013; Peters et al., 2019). This may be
particularly valuable in contexts where L2 exposure is limited to the language classroom (Muñoz &
Cadierno, 2021).
Previous research has shown that ...
by Maribel Montero Perez, Anastasia Pattemore
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Fan translation of games, anime, and fanfiction
-
...Muñoz Sánchez, 2009; O’Hagan, 2009).
This study is framed in Catalonia, where socioeconomic conditions generally guarantee technological
access. In this context, young people frequently learn to use...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Online videos for self-directed second language learning
-
...Muñoz, 2013), but also that incidental learning is higher if core vocabulary items
are pre-taught prior to students watching a video (Pujadas & Muñoz, 2019).
While videos can provide linguistically ...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- The integration of auditory and textual input in vocabulary learning from subtitled viewing: An eye-tracking study
-
...Muñoz, 2019).
Captions and L1 subtitles are the most commonly available types of on-screen texts (Pujadas & Muñoz,
2019). Captions, which parse continuous acoustic messages, are believed to aid in ...
by Andi Wang
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Muñoz et al., 2023; Pellicer-Sánchez et al., 2020;
Puimège et al., 2023; The TwiLex Group, 2024; Vanderplank, 2016).
As interest in multimodality has expanded, so, too, have advancements in techno...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
-
...Muñoz, 2019). These inconclusive findings might be attributable to differences in the types of audio-visual
input used, participant profiles, duration of viewing treatment, and test design.
Bilingu...
by Wangyin Kenneth Li
in Volume 29 Number 1, 2025
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.