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Direct linkLeonie Brummer; Hester de Boer; Jolien M. Mouw; Jan-Willem Strijbos – Learning Environments Research, 2024
Even though context, content, and task factors are considered essential parts of digitally delivered instructional feedback, their effects on learning performance are most often studied separately. A meta-analysis was carried out to address the effects of context, content, and task factors of digitally delivered instructional feedback on learning…
Descriptors: Feedback (Response), Teacher Response, Computer Mediated Communication, Computer Assisted Instruction
Download full textShamini Shetye – Studies in Applied Linguistics & TESOL, 2024
The recent advancement in technology has attracted learners' attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This…
Descriptors: Artificial Intelligence, Computer Software, Second Language Learning, Second Language Instruction
Alif Silpachai; Reza Neiriz; MacKenzie Novotny; Ricardo Gutierrez-Osuna; John M. Levis; Evgeny Chukharev – Language Learning & Technology, 2024
It is unclear whether corrective feedback (CF) provided by L2 computer-assisted pronunciation training (CAPT) tools must be 100% accurate to promote an acceptable level of improvement in pronunciation. Using a web-based interface, 30 native speakers of Chinese completed a pretest, a computer-based training session to produce nine sound contrasts…
Descriptors: College Students, Foreign Students, English (Second Language), Second Language Instruction
Amara, Sofiane; Bendella, Fatima; Macedo, Joaquim; Santos, Alexandre – International Journal of Information and Communication Technology Education, 2021
Given the peculiarities of mobile computer-supported collaborative learning (MCSCL) environments, forming suitable groups in such learning environments represents a hard and time-consuming task. This is because many conditions related to mobile learners, devices, and environment should be considered. Unlike the existing solutions, the present…
Descriptors: Cooperative Learning, Telecommunications, Handheld Devices, Computer Assisted Instruction
Paleczek, Lisa; Seifert, Susanne; Schöfl, Martin – British Journal of Educational Technology, 2021
The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets…
Descriptors: Kindergarten, Receptive Language, Foreign Countries, Native Language
Kyle, Kristopher; Choe, Ann Tai; Eguchi, Masaki; LaFlair, Geoff; Ziegler, Nicole – ETS Research Report Series, 2021
A key piece of a validity argument for a language assessment tool is clear overlap between assessment tasks and the target language use (TLU) domain (i.e., the domain description inference). The TOEFL 2000 Spoken and Written Academic Language (T2K-SWAL) corpus, which represents a variety of academic registers and disciplines in traditional…
Descriptors: Comparative Analysis, Second Language Learning, English (Second Language), Language Tests
Kasami, Naoko – Research-publishing.net, 2021
This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the…
Descriptors: Student Attitudes, Story Telling, Second Language Learning, Second Language Instruction
