- The types and effects of peer native speakers’ feedback on CMC
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...Pérez-Paredes Types and Effects of Peer NSs’ Feedback
Language Learning & Technology 83
Appendix A. A snapshot of the virtual platform
María Belén Díez-Bedmar and Pascual Pérez-Paredes Types an...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Call for papers for a special issue on Generative AI and data-driven learning in second language learning: What the future holds
-
...Pérez-Paredes, 2022). Corpora, as large
structured collections of written or spoken authentic language data, offer learners a valuable resource to
explore real-world language use and gain insights i...
by Javad Zare, Alex Boulton
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Thirty years of data-driven learning: Taking stock and charting new directions over time
-
...Pérez-Paredes
(2019) now lamenting that “the fact that the pool of papers examined is fundamentally empirical may
have contributed to a lack of theoretical positioning” (p. 17). As the first synthes...
by Alex Boulton, Nina Vyatkina
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Corpora in language learning and teaching
-
...Pérez-Paredes, 2014; Chambers, 2007a). Published research attests to the versatility
of DDL applications. It has been applied in second and foreign language teaching contexts in many
countries and a...
by Nina Vyatkina, Alex Boulton
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Agency to autonomy in mediated data-driven learning: A longitudinal study
-
...Pérez-Paredes, 2019).
To understand how learners transform corpus potential into enacted understanding, DDL can be
conceptualized as a process-oriented, mediated activity, in which learners activel...
by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
- Building the porous classroom: An expanded model for blended language learning
-
...Pérez-Paredes et al., 2018). COERLL (Center for OER and
Language Learning) in the US, for example, and Open Learn from the Open University (GB) are good
starting points. Resources range from individ...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Telecollaboration as an approach to developing intercultural communication competence
-
...Pérez-Paredes, P. (2012). The types and effects of peer native speakers’
feedback on CMC. Language Learning & Technology, 16(1), 62–90.
Belz, J. A. (2002). Social dimensions of telecollaborative for...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Effects of DDL technology on genre learning
-
...Pérez-Paredes, P., Sánchez-Tornel, M., & Alcaraz Calero, J. M. (2012). Learners’ search patterns during
corpus-based focus-on-form activities: A study on hands-on concordancing. International Journal...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Synthetic voices in the foreign language context
-
...Pérez-Paredes, 2012), Automatic Speech Recognition (Liakin, Cardoso, & Liakina, 2015), and Mobile
Gaming (Grimshaw & Cardoso, 2018) on L2 learning. Among these options, one type of technology has
st...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
- Teacher engagement with automated text simplification for differentiated instruction
-
...Pérez-Paredes, Ordoñana
Guillamón, & Aguado Jiménez, 2018), and play a vital role in implementing these systems in differentiated
classroom teaching (Bateson et al., 2018; Keuning & van Geel, 2021)....
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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