il polo della ricerca abita in italia
Passiamo alle milanesi. L cammina sui carboni ardenti, il Milan invece si trova in mezzo ad un incendio doloso. La squadra di Spalletti comunque la partita l fatta: 4/5 occasioni fallite, pure il rigore di Icardi. Marquez ti viene a chiedere scusa davanti le telecamere, ma non è sincero, perché la volta successiva rifà la stessa cosa. Non accetto le sue scuse, spero che resti lontano da me e che non mi guardi più in faccia, lo dirò anche lui, non ha rispetto, è una presa per il culo il suo venire a chiedere scusa. La race direction ha una responsabilità enorme, devono fare in modo che non vada sempre a sbattere contro gli altri piloti, in questa stagione è già successo 10 volte in 2 gare.
Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjrnsdttir, Hannes Hgni Vilhjlmsson, Hafds Erla Helgadttir, Stefn lafsson, and Elas Bjrgvinsson); (8) Investigating student choices in performing higher level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text to speech synthesizers in the foreign language classroom: learners’ perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR “can do” performance objectives into an advanced level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou Yiokari); (13) Exploiting behaviorist and communicative action based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object based activities and an online inquiry platform to support learners’ engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students’ communication strategies in a mobile based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung Kwon Choi, Oh Woog Kwon, Young Kil Kim, and Yunkeun Lee); (19) Students’ attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students’ self assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU a web portal for e learning of Croatian (Matea Filko, Daa Farka, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio Lexicon Spanish Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael Garca Menca, Aurelio Lpez Lpez, and Angélica Muoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rzsavlgyi); (29) Can a “shouting” digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar based e learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdrfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin Xia Huang, Kyung Soon Lee, Oh Woog Kwon, and Young Kil Kim); (33) Effects of task based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students’ perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task oriented spoken dialog system for second language learning (Oh Woog Kwon, Young Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kypp and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think a qualitative data analysis (Bruce Lander); (44) “Just facebook me”: a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students’ online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners’ perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU funded Pan European Task Activities for Language Learning (Antnio Lopes); (50) Exploring EFL learners’ lexical application in AWE based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka Danielsen, Stella Hadjistassou, and Gerhilde Messl Egghart); (55) Are commercial “personal robots” ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiarin and Ailbhe N Chasaide); (57) Mingling students’ cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford’s law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G.