Search results for author:"Mike Levy"
Total records matched: 17 Search took: 0.096 secs
Computer Assisted Language Learning Vol. 10, No. 1 (1997) pp. 41–56
Reflects upon the nature of theory-driven computer assisted second language learning (CALL), particularly as it relates to the courseware development process. The study examines the implications for theory-driven CALL as well as the concept of "fit" ...
On-Call Vol. 11, No. 2 (1997) pp. 39–45
Explores the ways in which academic literature engages linear and nonlinear texts. Focuses on the future of the technology of the book and contrasts student experiences drawn from their insights into writing essays and constructing Web pages....
Computers and the Humanities Vol. 30, No. 4 (1997) pp. 293–302
Explores the degree to which Nancy Ide's "Expert User's View" and "Holistic View" on teacher education in humanities education can be substantiated in Computer-Assisted Language Learning (CALL). Finds that most CALL courses are geared toward the...
Language Learning & Technology Vol. 11, No. 2 (June 2007) pp. 104–127
This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the...
Modern Language Journal Vol. 93 (December 2009)
This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each...
Prospect Vol. 14, No. 3 (1999) pp. 24–39
Argues that research in computer-assisted language learning (CALL) needs to give more attention to contextual factors that exert significant and profound effects on the introduction of technology into language learning. Three contextual factors are...
Computer Assisted Language Learning Vol. 12, No. 1 (1999) pp. 29–57
Charts the progress of a multimedia computer-assisted language-learning project provisionally called "CrossTalk." The goals of the project were to develop an application that would address the needs of overseas, nonnative speakers of English...
A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
Language Learning & Technology Vol. 8, No. 2 (May 2004) pp. 50–68
The aim of this paper is to describe a task-cycling pedagogy for language learning using a technique we have called "Stimulated Reflection". This pedagogical approach has been developed in the light of the new technology options available,...
ReCALL Vol. 20, No. 3 (September 2008) pp. 315–330
This article discusses an experiment in sending regular Short Message Service (SMS) messages to support language learning, and vocabulary learning in particular, at beginners' level in Italian at an Australian university. The approach we took built...
System: An International Journal of Educational Technology and Applied Linguistics Vol. 23, No. 1 (1995) pp. 87–106
Cites significant publications in the field of computer-aided language learning (CALL), citing 133 general works, 41 on methodology and instructional design, 35 on multimedia, 12 on interface design, 27 on word processing and writing, 25 on...
System: An International Journal of Educational Technology and Applied Linguistics Vol. 29, No. 1 (2001) pp. 15–26
Argues that the Interaction Account of language learning evokes a narrow view of computer assisted language learning (CALL), and that it does not differentiate sufficiently between the types of CALL now commonly practiced, particularly with regard...
Computer Assisted Language Learning Vol. 22, No. 5 (December 2009) pp. 445–463
A team of university Italian teachers at an Australian university has been able to obtain enduring benefits from computer-assisted language learning (CALL), through projects that last, and indeed grow and develop over time. The projects have focused ...
Materials Development in Three Italian CALL Projects: Seeking an Optimal Mix between In-Class and Out-of-Class Learning
CALICO Journal Vol. 27, No. 3 (May 2010) pp. 529–539
This paper considers the design and development of CALL materials with the aim of achieving an optimal mix between in-class and out-of-class learning in the context of teaching Italian at an Australian university. The authors discuss three projects...
ReCALL Vol. 25, No. 3 (September 2013) pp. 306–320
This paper has two key objectives. Firstly, it seeks to record the technologies in current use by learners of a range of languages at an Australian university in 2011. Data was collected via a large-scale survey of 587 foreign language students...
Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process
Computer Assisted Language Learning Vol. 23, No. 4 (October 2010) pp. 277–293
This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning...
The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment
Computers & Education Vol. 55, No. 2 (September 2010) pp. 777–788
This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the...
Australasian Journal of Educational Technology Vol. 25, No. 4 (Jan 01, 2009)
Classroom teachers routinely make judgments on the quality of their students' work based on their recognition of how effectively the student has assembled key features of the genre or the medium. Yet how readily can teachers talk about the features...