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Direct linkLomicka, Lara; Ducate, Lara – Computer Assisted Language Learning, 2021
While intercultural learning is a key goal of study abroad, it is often difficult to assess or even achieve. Recent models, such as linguistic landscapes (which looks at the language of public signs, including road signs, advertising billboards, street, and place names), can help students reflect on and make sense of their intercultural…
Descriptors: Cultural Awareness, Study Abroad, Reflection, Metacognition
Webb, Marie; Doman, Evelyn – Computer Assisted Language Learning, 2020
This study investigates self-reported attitudes about technology-enhanced language learning in the flipped classroom across borders in three tertiary-level contexts. As a method to address students' needs for twenty-first century education, the flipped classroom pedagogical approach was chosen to explore student attitudes towards technology for…
Descriptors: Blended Learning, Student Attitudes, Computer Assisted Instruction, Foreign Countries
Fatemi Jahromi, Seyed Abolghasseminits; Salimi, Farimah – Computer Assisted Language Learning, 2013
Based on various theories of human agency (Ajzen, I. (2005). "Attitudes, personality and behavior" (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. "MIS Quarterly", 13, 319-340; Rogers, E.M. (1983). "Diffusion of…
Descriptors: Access to Computers, Student Attitudes, Cultural Context, Foreign Countries
Hwang, Wu-Yuin; Chen, Holly S. L. – Computer Assisted Language Learning, 2013
It is beneficial for students to experience situational learning, especially for English as a foreign language (EFL) learning. Providing more listening and speaking opportunities could help EFL students with English learning. Our research proposes a listening and speaking practice system employing personal digital assistants (PDAs) for situated…
Descriptors: Cultural Context, English (Second Language), Control Groups, Experimental Groups
