The JALT CALL Journal ISSN 1832-4215
Published by JALT CALL SIG
[Volume 7, No. 3, December 2011]
[Regular Papers]
Meskill, Carla. Online instructional environments for language teaching: Designing the conversation, 249-254.
Warschauer, Mark et al. Transofrming digital reading with visual-syntactic text formating, 255-269.
Hagerman, Craig. An evaluation of automated writing assessment, 271-292.
Byrne, Jason. English Internet usage: An indicator of EFL progress, 351-372.
Al Fadda, Hind et al. A preliminary study of the effec of WebQuests on the writing performance of Saudi female EFL elementary school students, 373-390.
Mynard, Jo. Learning environments that facilitate reflection on language learning, 293-305.
Murray, Adam & Blyth, Andrew. Asurvey of Japanese university students computer literacy levels, 307-318.
Collins, William & Hunt, Justin. Improved student motivation and confidence through self-access listening, video forums and talking journals, 319-333.
Broadaway, Rick. Content-based instruction using Moodle: Creating a website to mirrow and enhance a print textbook, 335-349.
Tanaka-Ellis, Nobue. Interactional behaviour of foreign language learners in asynchronous CMC: Are they really interacting?, 391-408.
Lin, Jung-Ts & Kuo, Chih-Hua. Online peer conferencing in academic writing, 121-136.
Chang, Ching-Fen. Exploring genres and mediated actions in Taiwanese college students' blog writing, 137-150.
Cunningham, Joyce. Learning in student-generated TV commercials enhanced by computer technology, 151-175.
Ito, Ryu. EFL learners' proficiency differences and their CMC interaction during an asymmetrical convergent task, 177-193.
Wolff, Gary. Japanese university students' use Content 2.0 online forum to share thier views of the world, 195-205.
York, James. Reasons for using YouTube in the language classrooom including practical usage examples, 207-215.
Campbell, Aaron & Silver, Richard. TOEFL iBT training in the CALL classroom, 217-229.
Thomas, Simon. Virtual communities of practice: An inquiry into the creation, benefits, motivations, enablers and barriers to participation, 230-243.
Daniel, Paul. Developing iPhone apps for language learning, 143-148.
Tai, Yaming & Ting, Yu-Liang. Adoption of mobile technology for language learning: Teacher attitudes and challenges, 3-18.
Fageeh, Abdulaziz Ibraheem. EFL students' readiness for e-learning: Factors influencing e-learners' acce@tance of the blackboard in a Saudi university, 19-42.
[Forum]Mackenzie, Dirk et al. Blended learning spaces: Synchronous blending, 43-60.
Huang, Lo-Li & Lin, Chih-Cheng. EFL learners' reading on mobile phones, 61-78.
DuQuette, Jean-Paul. Buckling down: Initiating an EFL reading circle in a casual online learning group, 79-92.
Lockley, Thomas. Japanese studnets' experience of ICT and other technology prior to university: A survey, 93-102.
Kobayasi, Kaoru & Little, Andrea. Learner perceptions on the usefulness of a blended learning EFL program, 103-1117.