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International Journal of Computer-Assisted Language Learning and Teaching

July 2017 Volume 7, Number 3

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Table of Contents

Number of articles: 5

  1. Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application

    Nikos Tsourakis, ISSCO/TIM/FTI, University of Geneva, Geneva, Switzerland; Claudia Baur & Manny Rayner, University of Geneva, Geneva, Switzerland

    Modern Computer Assisted Language Learning (CALL) systems use speech recognition to give students the opportunity to build up their spoken language skills through interactive practice with a... More

    pp. 1-20

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  2. Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context

    Le Wang, School of Foreign Languages, Qingdao University, Qingdao, China; Pengpeng Feng & Jing Chen, School of Foreign Languages, Sun Yat-sen University, Guangzhou, China

    Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital... More

    pp. 21-39

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  3. Learning Language Through Facebook

    Vera Leier, German Department, University of Canterbury, Christchurch, New Zealand

    This article seeks to account for the experiences of tertiary students of German when a Facebook group and associated tasks is introduced as an assessed element of their language course.... More

    pp. 40-57

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  4. An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test

    Yan Jin, School of Foreign Languages, Shanghai Jiaotong University, Shanghai, China; Eric Wu, University of California, Los Angeles (UCLA), Temple City, CA, United States

    This article aims to demonstrate how innovative testing practices can effectively prevent high-tech mass cheating and improve fairness in language assessment. The article first introduces Xi's ... More

    pp. 58-72

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  5. A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers

    Olcay Sert, English Studies, Mälardalen University, Västerås, Sweden; Li Li, Graduate School of Education, University of Exeter, Exeter, United Kingdom

    The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical... More

    pp. 73-87

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