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Pronunciation Instruction through Twitter: The Case of Commonly Mispronounced Words
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Fouz-González, Jonás – Computer Assisted Language Learning, 2017
This paper presents the results of a study aimed at exploring the possibilities Twitter offers for pronunciation instruction. It investigates the potential of a Twitter-based approach based on explicit instruction and input enhancement techniques to help English Foreing Language (EFL) learners improve their pronunciation of segmental and…
Descriptors: Pronunciation, Social Media, Teaching Methods, English (Second Language)
Effectiveness of ESL Students' Performance by Computational Assessment and Role of Reading Strategies in Courseware-Implemented Business Translation Tasks
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Tsai, Shu-Chiao – Computer Assisted Language Learning, 2017
This study reports on investigating students' English translation performance and their use of reading strategies in an elective English writing course offered to senior students of English as a Foreign Language for 100 minutes per week for 12 weeks. A courseware-implemented instruction combined with a task-based learning approach was adopted.…
Descriptors: Foreign Countries, College Students, Technical Institutes, Second Language Learning
Implementing Courseware as the Primary Mode of Task-Based ESP Instruction: A Case Study of EFL Students
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Tsai, Shu-Chiao – Computer Assisted Language Learning, 2015
The study reports on implementing self-developed English for specific purposes (ESP) courseware for technology industries in an elective course, "English reading for technology," offered to junior students of English as a foreign language in a technical university in southern Taiwan. Courseware implementation was combined with a…
Descriptors: Courseware, English for Special Purposes, Second Language Learning, Second Language Instruction
Perceived Benefits and Drawbacks of Synchronous Voice-Based Computer-Mediated Communication in the Foreign Language Classroom
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Bueno Alastuey, M. C. – Computer Assisted Language Learning, 2011
This study explored the benefits and drawbacks of synchronous voice-based computer-mediated communication (CMC) in a blended course of English for specific purposes. Quantitative and qualitative data from two groups following the same syllabus, except for the oral component, were compared. Oral tasks were carried out face-to-face with same L1…
Descriptors: Experimental Groups, Control Groups, Computer Mediated Communication, Second Languages