When describing the nature of the r

When describing the nature of the resources, the participants frequently used terms like ‘teach’, ‘learn’ and ‘exercise’ to highlight their instructional functions, and used phrases like ‘well-written articles’, ‘different aspects like travel, eating, dressing’ and ‘exercises for different levels’ to underscore the instructional potentials of the contents. They made reference to specific language skills and language aspects that these resources were designed for, as exemplified in the following interview quote: ‘Some Spanish native speakers would post their channels on YouTube to introduce Spanish grammar. It’s similar to what happened in class.’ A few participants remarked that instruction-oriented technological experiences sometimes elicited unpleasant feelings such as boredom. One participant commented: ‘Apps were there to remind me ‘oh, I have to learn some vocabulary’… it was not very entertaining.’ Despite being potentially uninteresting, instruction-oriented technological experiences were acknowledged as being beneficial to language learning. The participants reported that the primary gains from such experiences were strengthened knowledge of vocabulary and grammar. Phrases like ‘enrich my vocabulary’, ‘consolidate my knowledge’ and ‘understand more about …’ abounded in their reflection on the gains from the experiences.

結果 (繁體中文) 1:

當描述資源的性質，參與者經常使用像'教'，'學習'和'運動'方面突出自己的教學功能，並且使用的短語，如“精心撰寫的文章”，“喜歡旅遊的不同方面，吃飯，穿衣“和”演習不同層次“強調內容的教學潛力。他們參考了SPECI網絡c語言能力和語言方面，這些資源被設計為，如exempli網絡在隨後的採訪中引用編：“一些西班牙母語將發布他們的YouTube頻道上推出西班牙語語法。它類似於在課堂上發生了什麼。“ 一些與會者指出，面向指令的技術經驗，有時引起不愉快的情感，如厭煩。一位與會者表示：“應用程序在那裡提醒我'哦，我需要學習一些詞彙“...這是不是非常有趣。” 儘管是潛在的索然無味，面向指令的技術經驗被公認為是好處音響官方語言學習。與會者報告說，從這些經驗主要收益得到了加強詞彙和語法知識。短語，如“豐富了我的詞彙”，“鞏固我的知識”和“更多地了解......”在他們重新撓度盛產從經驗收益。

結果 (繁體中文) 2:

When describing the nature of the resources, the participants frequently used terms like 'teach', 'learn' and 'exercise' to highlight their instructional functions, and used phrases like 'well-written articles', 'different aspects like travel, eating,穿衣"和"不同層次的練習"，以強調內容的教學潛力。他們提到了這些資源所針對的特定語言技能和語言方面，如下文采訪引文所體現的："一些以西班牙文為母語的人會在YouTube上發佈他們的頻道，介紹西班牙文語法。這與在課堂上發生的事情相似。一些出席者說，以教學為導向的技術經驗有時會引起不愉快的感覺，如無聊。一位出席者評論道："應用程式在那裡提醒我'哦，我必須學習一些詞彙'...它不是很有趣。儘管可能不感興趣，但以教學為導向的技術經驗被公認為對語言學習有益。出席者報告說，這些經驗的主要收穫是加強詞彙和語法知識。諸如"豐富我的詞彙"，"鞏固我的知識"和"瞭解更多..."這樣的短語。比比在他們的反思從經驗得。

結果 (繁體中文) 3:

When describing the nature of the resources，the participants used terms like ` teach'、` learn and'exercise to highlight their instructional functions，and used species like ` well-written articles'，` different aspects like travel，eating，2.為不同層次的培訓和`練習'瞭解內容的教學潜力。他們提出了具體的語言技能和語言方面的問題，這些資源是為這些問題設計的，例如，在採訪quote之後：“”一些西班牙本土演講人將在Youtube上填寫他們的通路，以便引入西班牙的語法。“It's similar to what happened in class.”A few participants remarked that instruction-oriented technological experiences sometimes elicited unpleasant feelings such as boredom.一比特與會者評論說：“Apps were there to remind me'，oh，I have to learn some wordicalary'……it wasn't very intertaining.”Despite being potentially uninteresting，instruction-oriented technological experiences were acknowledged as benefinal to language learning.The participants reported that the primary gains from such experiences were strengthened knowledge of詞彙和語法。這句話像是“豐富我的詞彙”，“鞏固我的知識和更多地瞭解…”在他們從經驗中獲得的收益上。