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Showing 101 - 110 results of 706 for He

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

Task-based language teaching online: A guide for teachers
...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
...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

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...he Flash program directed the learners at three intervals, to switch to iChat where the preassigned dyads were to chat about the information they gathered and hypothesize about the identity of the c...

by Karina Collentine
in Volume 13 Number 2, June 2009

Applying form-focused approaches to L2 vocabulary instruction through podcasts
...he students were given a short time to check their answers in pairs. In the meantime, they provided one another with corrective feedback as a result of peer consultation. Then, the teacher checked th...

by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016

L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
...here!" But the man with a black mask runs into the woods near the house. Then, he tumbles down the hill in the woods. The police finally catch him. The police take off the mask. He grins first, the...

by Makoto Yoshii
in Volume 10 Number 3, September 2006

Review of Brave New Digital Classroom: Technology and Foreign Language Learning
...heme throughout the book. Chapter Six synthesizes the common themes addressed explicitly or implicitly throughout the book. Blake re-emphasizes that the cornerstone of the brave new digital classr...

by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009

Review of The Hockey Sweater CD-ROM
...hese players first. The instructions in the Help Menu tell students that the answers to the vocabulary questions for the Pro level can be found in the 3rd Period, but the Help Menu does not instruc...

by Lily Sorenson
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Learner interpretations of shared space in multilateral English blogging
...he blogs of students in their own class (hereafter intra-class). The researcher was the instructor of the course in Taiwan and was a friend of the instructor of the course in Japan. The researcher ...

by Yu-Feng (Diana) Yang
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Video recording in ethnographic SLA research: Some issues of validity in data collection
...here is Who should do the filming? There are several options: the researcher, a videographer, or the participants. The first option is to have the researcher double as the videographer. This has the...

by Margaret DuFon
in Volume 06 Number 1, January 2002