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“More than lo visible ”: Black world language teachers' use of identity to contest culturelessness
作者Tasha Austin; Aris Clemons; Aminah Raysor
作者单位1. Department of Learning and Instruction University at Buffalo Buffalo New York USA; 2. Department of World Languages and Cultures University of Tennessee Knoxville Knoxville Tennessee USA
Task engagement and comprehensibility development in video‐mediated intercultural exchanges: A longitudinal study
作者Yuka Akiyama; Sachiko Nakamura; Takumi Uchihara; Kazuya Saito
作者单位1. University of Tokyo Tokyo Japan; 2. Tamagawa University Tokyo Japan; 3. Tohoku University Sendai Japan; 4. University College London London UK
Trust, resistance, and transformation: A Q‐methodological study of teachers' perspectives on AI‐generated feedback in second language writing
作者Nattawut Jinowat; Kanokpan Wiboolyasarin; Fuanglada Chomchuen; Watcharapol Wiboolyasarin
作者单位1. Demonstration School Suan Sunandha Rajabhat University Bangkok Thailand; 2. Faculty of Management Science Chandrakasem Rajabhat University Bangkok Thailand; 3. Faculty of Arts Rajamangala University of Technology Suvarnabhumi Phranakhon Si Ayutthaya Thailand; 4. Research Institute for Languages and Cultures of Asia Mahidol University Nakhon Pathom Thailand; 5. School of Foreign Languages and South Asian and Southeast Asian Studies Yunnan Minzu University Kunming China
An automated scoring system for the AAPPL Spanish presentational writing tasks
作者Erik Voss; Kim Sallee; Young‐A Son; Margaret E. Malone; Camelot Marshall; Celia Chomon‐Zamora
作者单位1. Teachers College Columbia University New York New York USA; 2. Language Testing International Tarrytown New York USA; 3. ACTFL Alexandria Virginia USA; 4. The American Council of Academic Physical Therapy Alexandria Virginia USA
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