- Re-envisioning vocabulary learning and testing in L2 Russian classes using Kahoot!: From choosing words to playing games
-
...Pavlenko, and Clancy 37
images and GIFs, which are often underutilized by L2 instructors (Pavlenko & Pastushenkov, 2023).
It is important to note that Kahoot! may not work as effectiv...
by Dmitrii Pastushenkov, Olesia Pavlenko, Steven Clancy
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Language learning in the wild: A young user perspective
-
...vlenko, 2002; Ushioda, 2008). Importantly, motivation is increasingly being viewed as an unstable force
subject to fluctuations, rather than as a stable learner-internal variable (see Lantolf & Thorn...
by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Identity Practices of Multilingual Writers in Social Networking Spaces
-
...Pavlenko, A., & Blackledge, A. (2004). Introduction: New theoretical approaches to the study of
negotiation of identities in multilingual contexts. In A. Pavlenko & A. Blackledge (Eds.), Negotiation ...
by Hsin-I Chen
in Volume 17 Number 2, June 2013
- Review of Online Teaching and Learning: Sociocultural Perspectives
-
...Pavlenko & Lantolf, 2000), collaborative dialogue (Swain,
2000), and engagement with authentic tasks (Felix, 2002). He advocates for professional training in the
potential of virtual worlds for bot...
by Emily Hellmich
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Writing/thinking in real time: digital video and corpus query analysis
-
...Pavlenko,
2007). In order to provide more precise documentation of the composing process, process research has
increasingly used computer-aided techniques for recording user activity, primarily keys...
by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
- Review of Second-Language Discourse in the Digital World: Linguistic and Social Practices in and beyond the Networked Classroom.
-
...Pavlenko &
Lantolf, 2000). It distinguishes between expressing agency (e.g., comparing the actual L2 learning self with
an idealized L2 self) and exercising agency (e.g., choosing particular tools, ...
by Kristen Michelson
in Volume 21 Number 2, June 2017
- Social dimensions of telecollaborative foreign language study
-
...Pavlenko, 2001, p. 145).
Some CALL researchers have also recently recognized the need to place sociocultural dimensions of
language learning and use toward the center of their developing research a...
by Julie A Belz
in Volume 06 Number 1, January 2002
- Positioning identity in computer-mediated discourse among ESOL learners
-
...Pavlenko & Norton, 2007; Street, 1993). In the
present study, we used Gee’s (2000) definition of identity, one that refers to the certain kind of person
someone is in a particular context—in this ca...
by Carlton J. Fong, Shengjie Lin, Randi A. Engle
in Volume 20 Number 3, October 2016
- Microblogging Activities: Language Play and Tool Transformation
-
...Pavlenko, 2001).
Bakhtinian Discourse
In his critique of Sauserrian linguistics, Speech genres and other late essays, Bakhtin (1953/1986) makes
a distinction between a “sentence”, which is a unit ...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Agency to autonomy in mediated data-driven learning: A longitudinal study
-
...Pavlenko and
Lantolf (2000), who argue that language learning engages the whole person—where identity, desire, and
emotion function as mediators—these results show that agency cannot be fully unders...
by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
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