By Mike Levy, Françoise Blin, Claire Bradin Siskin, Osamu Takeuchi
As technological innovation maintains to impact language pedagogy, there's an expanding call for for info, exemplars, research and advice. This edited quantity specializes in foreign views in Computer-Assisted Language studying (CALL) in all of its kinds, including Technology improved Language studying, Network-Based Language studying, info and communique applied sciences for Language studying.
Read Online or Download WorldCALL: International Perspectives on Computer-Assisted Language Learning PDF
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Extra resources for WorldCALL: International Perspectives on Computer-Assisted Language Learning
26 Wai Meng Chan, Ing Ru Chen, and Martin G. Döpel printed in the handout. In addition, there were three speaking exercises that were designed for students to apply newly introduced grammar structures (separable verbs and modal auxiliary verbs) in speaking. These exercise tasks were also included in the handout. THE STUDY As mentioned earlier, an accompanying study was conducted to address the lack of empirical data on the use of podcasting in foreign language learning. Specifically, the study was intended to achieve the following objectives: • To gather data on the Internet, hardware, and software resources available to students for podcast access as well as their previous experience with podcasts.
Though we did not get a prize, these new partners showed their determination of staying in our team and shared their love for playing volleyball in their blogs. As the leader of the team, I could not be happier knowing their true and positive feelings about the team and volleyball. Due to blogging, I had chance to know these precious emotions from my teammates, which would be too embarrassing to tell when we were face to face. For the very first time I experienced the advantage and cleverness of blogging as a way of sharing emotions and of communication.
In addition, more than three-quarters owned an mp3 player. The availability of such 32 Wai Meng Chan, Ing Ru Chen, and Martin G. Döpel hardware and Internet resources gave students a potentially high degree of flexibility and mobility in accessing the podcast. 3 percent) at the beginning of the semester, the access rate was remarkably high. By the end of the semester, 97 percent had listened to at least one lesson, and 55 percent had accessed at least 8 out of 13 lessons. The access rate was thus considerably higher than that reported by Edirisingha et al.