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Cheng, Ching-Hsue; Chen, Chung-Hsi – Computer Assisted Language Learning, 2022
Many scholars have highlighted the importance of motivation and anxiety in language learning. They have also indicated the advantages of integrating learning content into a mobile-assisted English learning system environment. Meanwhile, a few studies have explored the impacts of a mobile-assisted English learning system on the motivation and…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes
Eubanks, Jia-Fang; Yeh, Hsin-Te; Tseng, Hungwei – Computer Assisted Language Learning, 2018
Digital mobile devices such as iPads have been around for many years and have been more and more popular in K-12 classrooms. Research has pointed out the advantages of using iPads in classrooms to enhance teaching, engage learning, and promote learning outcomes. iPads have been proven to be a useful and powerful digital mobile device in language…
Descriptors: Elementary School Students, Grade 2, Second Language Learning, Mandarin Chinese
Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Lin, Pei-Hsin – Computer Assisted Language Learning, 2017
Students of Southeast Asian Heritage Learning Chinese (SSAHLC) in Taiwan have frequently demonstrated difficulty with traditional Chinese (a graphical character) radical recognition due to their limited exposure to the written language form since childhood. In this study, we designed a Chinese radical learning game (CRLG), which adopted a drill…
Descriptors: Motivation, Electronic Learning, Self Efficacy, Academic Achievement
Sun, Zhong; Lin, Chin-Hsi; You, Jiaxin; Shen, Hai jiao; Qi, Song; Luo, Liming – Computer Assisted Language Learning, 2017
Most students of English as a foreign language (EFL) lack sufficient opportunities to practice their English-speaking skills. However, the recent development of social-networking sites (SNSs) and mobile learning, and especially mobile-assisted language learning, represents new opportunities for these learners to practice speaking English in a…
Descriptors: Social Networks, English (Second Language), Second Language Learning, Grade 1
Rachels, Jason R.; Rockinson-Szapkiw, Amanda J. – Computer Assisted Language Learning, 2018
A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students' Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use of…
Descriptors: Second Language Learning, Second Language Instruction, Spanish, Telecommunications
Hong, Zeng-Wei; Chen, Yen-Lin; Lan, Chien-Ho – Computer Assisted Language Learning, 2014
Animated agents are virtual characters who demonstrate facial expressions, gestures, movements, and speech to facilitate students' engagement in the learning environment. Our research developed a courseware that supports a XML-based markup language and an authoring tool for teachers to script animated pedagogical agents in teaching materials. The…
Descriptors: Instructional Materials, Elementary School Students, Courseware, Animation
Hwang, Wu-Yuin; Shadiev, Rustam; Hsu, Jung-Lung; Huang, Yueh-Min; Hsu, Guo-Liang; Lin, Yi-Chun – Computer Assisted Language Learning, 2016
This study applied storytelling in the English as a foreign language (EFL) classroom in order to promote speaking skills. Students were asked to practice speaking EFL through producing individual and interactive stories with a Web-based multimedia system. We aimed to investigate an effectiveness of applying individual and interactive storytelling…
Descriptors: Story Telling, Animation, English (Second Language), Second Language Learning
Computer Assisted English Language Learning in Costa Rican Elementary Schools: An Experimental Study
Alvarez-Marinelli, Horacio; Blanco, Marta; Lara-Alecio, Rafael; Irby, Beverly J.; Tong, Fuhui; Stanley, Katherine; Fan, Yinan – Computer Assisted Language Learning, 2016
This study presents first-year findings of a 25-week longitudinal project derived from a two-year longitudinal randomized trial study at the elementary school level in Costa Rica on effective computer-assisted language learning (CALL) approaches in an English as a foreign language (EFL) setting. A pre-test-post-test experimental group design was…
Descriptors: Foreign Countries, Limited English Speaking, Language Proficiency, Longitudinal Studies
Fehr, Charles N.; Davison, Mark L.; Graves, Michael F.; Sales, Gregory C.; Seipel, Ben; Sekhran-Sharma, Sarah – Computer Assisted Language Learning, 2012
Vocabulary knowledge is of fundamental importance to reading comprehension, and many students lack the vocabulary knowledge necessary to facilitate learning to read. A study was conducted to determine the effects of an individualized, online vocabulary program on picture vocabulary test scores. Elementary summer school students (N = 43), entering…
Descriptors: Summer Schools, Reading Comprehension, Vocabulary, Scores