- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...he bridge that they build. As the vehicles started moving from the entrance to the exit in
the test chamber, Betty commented on the vehicles moving as if they were sheep on the grassland.
However, h...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Review of Deconstructing Digital Narratives: Young People, Technology, and the New Literacies
-
...he parents in the
old Peanuts cartoons—whah, whah, whah, whah—rather than having anything meaningful to say
to their offspring. In the process, it disempowers adults, encouraging them to feel helple...
by Mark Evan Nelson
in Volume 16 Number 3, October 2012
- Review of Telecollaboration 2.0: Language, Literacies, and Intercultural Learning in the 21st Century
-
...hestrated by the teacher and which lead up to a relevant final product” (p. 287). She points at the
importance of new teacher competencies that implement language learning activities taking place wit...
by Olga Basharina
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
-
...he teacher can deduce that the child acquired neither comprehension nor production.
In other words, first, he did not comprehend the context, so then he could not construct the meaning, and
last, he...
by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Synthetic voices in the foreign language context
-
...he respective test (where 1 = He placed
the glasses on his nose and looked up; 2 = When he arrived, he saw that the front door was open; 3 = She
quickly opened the box and found the pictures and the...
by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020
- “A better me”: Using acoustically modified learner voices as models
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...he final slide (d), where
they said the target word or phrase aloud again. Finally, they explained what they felt they had modified
and what they had intended to modify; these explanations are the b...
by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022
- Changing technologies, changing literacy communities?
-
...he Bible, he may also read pornography or seditious literature. Put
another way, if a man teaches a woman to read so that she may know her place, she may learn
that she deserves his. These are the J...
by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Riding the digital wilds: Learner autonomy and informal language learning
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...he resources productively; and the degree to which the experience
fits the learner’s self-concept in the present and for the future.
While the principal focus here will be on language learning in th...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Task-based language teaching online: A guide for teachers
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...he pre-task phase, the teacher opens up the task topic semantically. In the task cycle, the
learners do the task, are given planning time, and then report what their answers are to the class. In the ...
by Melissa Baralt, José Morcillo Gómez
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- It's Just a Game, Right? Types of Play in Foreign Language CMC
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...he
MOO, and their actual identities were generally unknown to other classmates.5
The decision to use the MOO in the second-semester course stemmed from the original aim of the project:
the development...
by Chantelle N. Warner
in Volume 08 Number 2, May 2004
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