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Child-to-child interaction and corrective feedback in a computer mediated L2 class
...le to learners, in a form that is usable and used by learners, and thus facilitates L2 development, we can gain a better understanding of the relevance of classroom interactions between teacher-lear...

by Frank Morris
in Volume 09 Number 1, January 2005

Autonomous learning through task-based instruction in fully online language courses
...learning material contributed to the degree of learning autonomy and the level of social interaction in fully online language learning. Language(s) Learned in this study: Spanish Keywords: Learner...

by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Benefits of visual feedback on segmental production in the L2 classroom
...Learning & Technology 192 Ruellot, V. (2011). Computer-assisted pronunciation learning of French /u/ and /y/ at the intermediate level. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronun...

by Daniel J. Olson
in Volume 18 Number 3, October 2014

Learning to express gratitude in Mandarin Chinese through web-based instruction
...learners also expressed their specific learning needs in the reflective e-journals, so the instruction should be tailored to meet the individual needs of learners. For example, some higher-level lea...

by Li Yang
in Volume 20 Number 1, February 2016

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...ler, 2003) or simultaneous composing as a communication problem (e.g., Braine, 2001). Despite possible challenges due to the lack of nonverbal cues and turn-taking, certain types of interaction cann...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Textual, genre and social features of spoken grammar: A corpus-based approach
...level A2 level B1 level B2 level C1 level C2 level Figure 6. Progression of the group’s proficiency levels according to the Common European Reference Levels3 Students also showed a gradual improve...

by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...level learners and 18 third-year, university-level learners. The second-year (‘intermediate level’) learners were enrolled in fourth-semester Spanish classes at a medium-sized university and at a co...

by Karina Collentine
in Volume 13 Number 2, June 2009

LITERALIA: Towards developing intercultural maturity online
...learning (Lewis, Woodin & St. John, 1996; Stickler, 2001; Stickler & Lewis, 2003) and the Open University's expertise in “mixed mode” or blended teaching and learning (Hampel, 2003; Lewis, 2006; Sti...

by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
...le" in other ways, too, as in cycles of "accountability," cycles of "evaluation," and "monitoring" cycles where learners carefully reflect upon what they have learnt through the task they have complet...

by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004

Collaborative writing and text quality in Google Docs
...led to learner-to-learner scaffolding during which learners took on the roles of novice and expert in a dynamic way (i.e., taking turns in each role). They also “pooled resources whenever uncertaint...

by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019