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Direct linkBlattner, Geraldine; Dalola, Amanda – International Journal of Computer-Assisted Language Learning and Teaching, 2018
This study seeks to further the research on online language learning by examining the level at which intermediate ESL students understand and process sociopragmatic information in their second language (L2) in globally networked environments like Twitter. In this semester-long study, L2 English learners from a variety of first languages (Chinese,…
Descriptors: Educational Technology, Technology Uses in Education, English (Second Language), Handheld Devices
Download full textChapelle, Carol A.; Schmidgall, Jonathan; Lopez, Alexis; Blood, Ian; Wain, Jennifer; Cho, Yeonsuk; Hutchinson, Amy; Lee, Hye-Won; Dursun, Ahmet – ETS Research Report Series, 2018
The tablet project was undertaken in 2013 to explore the creation of an assessment to reveal English language learners' (ELLs') language capabilities in content area classes such as science. Such assessments could ideally be useful in multiple phases of the instructional process by providing information to learners, teachers, and other…
Descriptors: Middle School Students, English Language Learners, Language Proficiency, Test Construction
Yarahmadzehi, Nahid; Goodarzi, Mostafa – Turkish Online Journal of Distance Education, 2020
Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study.…
Descriptors: Formative Evaluation, Computer Assisted Testing, Vocabulary Development, English (Second Language)
Gonulal, Talip – Contemporary Educational Technology, 2019
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL…
Descriptors: Social Media, Handheld Devices, Telecommunications, Second Language Learning
Carhill-Poza, Avary; Williams, Tim; Chen, Jie – Nellie Mae Education Foundation, 2020
A mixed-methods analysis of how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain…
Descriptors: Student Diversity, Educational Technology, Technology Uses in Education, English Language Learners
Li, Jia; Cummins, Jim; Deng, Qizhen – Computer Assisted Language Learning, 2017
This study examined university undergraduate English language learners' (ELLs) perspectives on an intervention, Word Matters, that aimed to enhance functional academic vocabulary learning critical to their cognitive academic language proficiency development (Cummins, 1989), a challenge faced by many ELLs in English-medium universities. This…
Descriptors: Foreign Countries, Undergraduate Students, English Language Learners, Student Attitudes
Papadima-Sophocleous, Salomi; Charalambous, Marina – The EUROCALL Review, 2014
In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special…
Descriptors: Educational Technology, Handheld Devices, Oral Reading, Reading Fluency
