- Computerized dynamic assessment of implicature comprehension in L2 Chinese
-
Language Learning & Technology
ISSN 1094-3501
June 2021, Volume 25, Issue 2
pp. 55–74
ARTICLE
Computerized dynamic assessment of implicature
comprehension in L2 Chinese
Tianyu Qin, University o...
by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...Qin, Guangdong University of Foreign Studies, Guangzhou, China
Ali Derakhshani*, Golestan University, Gorgan, Iran;
Guangdong University of Foreign Studies, Guangzhou, China
Abstract
The integ...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Qin Fan, qqelvia@hotmail.com
Incorporating digital multimodal composing into
game-enhanced language learning:
An emotional account
Ke Li, Chongqing University of Posts and Telecommunication...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Review of Technology in second language writing: Advanced in composing, translation, writing pedagogy and data-drive learning
-
...Qin & Paul Stapleton (Eds.)
2023
ISBN 978-1-032-24580-5 (Hardback)
US $160.00
196 pp.
Routledge
London, United Kingdom
The visibility of technology in foreign and second language (L2) w...
by Siqi Li, Huafeng Wang, Lin Jiang
in Volume 28 Number 1, 2024
- Emotional CALL: Reframing technology-mediated language learning
-
...Qin & Derakhshan, 2026). Similarly, learners may value a task when
they see its relevance, authenticity, or usefulness, but may disengage when the digital activity appears
mechanical or disconnected...
by Mariusz Kruk, Mirosław Pawlak
in Volume 30 Number 2, Special Issue: Emotional CALL
- Adolescent English learners’ language development in technology-enhanced classrooms
-
...Qin-Hillard, 2004; Vertovec, 2007), providing both an opportunity and a challenge for teachers of English
learners. As Ortega (2017) asserts, “The majority of the world is multilingual, but inequitab...
by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020
- The effectiveness of computerized listening dynamic assessment: Attribute-based mediation model
-
...Qin & van Compernolle, 2021). The implementation of C-DA for L2 listening includes Poehner & Lantolf
(2013), Poehner et al. (2015), Kamrood et al. (2021), and Kao & Kuo (2021). For example, Poehner a...
by Yaru Meng, Hua Fu, Chuang Wang
in Volume 28 Number 1, 2024
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...Qin & Karabacak, 2010). Hirose (2003) reported that Japanese EFL learners’ experience
in argumentative writing was practically non-existent as most L2 writing instruction was oriented toward
transla...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning
-
...Qin &
Derakhshan, 2026, this issue). Other studies have cautioned that the intuitive interface, universal
availability, and extreme usefulness of AI in helping to complete learning tasks can lead to...
by Robert Godwin-Jones
in Volume 30 Number 2, Special Issue: Emotional CALL
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...qing Qin and Ying Cheng for their help with data collection. I am deeply indebted to
Daniel H. Dixon, who developed the game used in this study and proof-read this manuscript multiple times.
I am so...
by Naoko Taguchi
in Volume 27 Number 1, 2023
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.