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International Journal of Computer-Assisted Language Learning and Teaching

July 2013 Volume 3, Number 3

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Table of Contents

Number of articles: 5

  1. Web 2.0 for Language Learning: Benefits and Challenges for Educators

    Tian Luo, Ohio University, Athens, OH, United States

    This literature review study explores 43 empirical research studies that report on the integration of Web 2.0 tools into language learning and evaluate the actual impact of their use. In particular... More

    pp. 1-17

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  2. Using Social Network-Mediated Bridging Activities to Develop Socio-Pragmatic Awareness in Elementary Korean

    Jonathon Reinhardt, Department of English, University of Arizona, Tucson, AZ, United States; Jieun Ryu, University of Arizona, Tucson, AZ, United States

    Informed by a bridging activities model (Thorne & Reinhardt, 2008), the authors designed and implemented a series of activities using Facebook to develop elementary level Korean learners’ socio... More

    pp. 18-33

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  3. Online Communities of Practice and Second Language Phonological Acquisition

    Gillian Lord, Department of Spanish and Portuguese Studies, University of Florida, Gainesville, FL, United States; Stasie Harrington, Department of Spanish and Portuguese, University of Wisconsin-Madison, Madison, WI, United States

    Second language (L2) researchers have long recognized the potential benefits of incorporating pronunciation instruction in language curricula (e.g., Arteaga, 2000; Castino, 1996; Elliott, 1995,... More

    pp. 34-55

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  4. Questionnaires to Inform a Usability Test Conducted on a CALL Dictionary Prototype

    Marie-Josée Hamel, Official Languages and Bilingualism Institute, University of Ottawa, Ottawa, Canada

    Questionnaires are often considered a suitable instrument to gather data on language learners’ experiences. To test the usability of an online dictionary prototype, a series of questionnaires were ... More

    pp. 56-76

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  5. Learner Fit in Scaling Up Automated Writing Evaluation

    Elena Cotos & Sarah Huffman, Iowa State University, Ames, IA, United States

    Valid evaluations of automated writing evaluation (AWE) design, development, and implementation should integrate the learners’ perspective in order to ensure the attainment of desired outcomes.... More

    pp. 77-98

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