LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
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Showing 111 - 120 results of 184 for Mark Warschauer

My first CMC article revisited: A window on Spanish L2 interlanguage
...marked the first important CMC study in which he documented that language students wrote more turns when using the Daedalus Exchange software than students talking face-to-face. Testing the interac...

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

Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
...Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7–26. Warschauer, M. (2003). Technology and social inclusion: Rethink...

by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020

Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
...Markers (Marks of Coherence and Unity) English essays use explicit discourse markers to signal relations between sentences and parts of texts. These devices are words or phrases that act as aids to ...

by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Oral Interaction Around Computers in the Project-Oriented CALL Classroom
...mark for their Web site, and individual marks for a portfolio, which included their individual contributions to the Web site, a review of another group's site, other work as negotiated with the coor...

by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Blog posts and traditional assignments by first- and second-language writers
...Warschauer & Grimes, 2007). Warschauer and Grimes (2007) emphasise agency in blogging, suggesting that successful blogs “tend to have a strong authorial voice” (p. 8). Blogs usually allow interactiv...

by Irina Elgort
in Volume 21 Number 2, June 2017

Exploring AWE-supported writing process: An activity theory perspective
...Warschauer & Grimes, 2008). Originally, AWE was mainly adopted to grade high-stake standardized tests (Warschauer & Grimes, 2008). Due to its great potential for saving teachers’ time correcting stu...

by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Writing/thinking in real time: digital video and corpus query analysis
...Warschauer, 1997, 1998; Warschauer & Kern, 2000), the study takes into account the role of a particular artifact (i.e., an online corpus) as an integral part of the focal rhetorical situation. Aft...

by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010

Power within blended language learning programs in Japan
...Warschauer (1998) and Cutrim Schmid (2006) applied Feenberg’s critical theory of technology. Warschauer (1998) observed that research into CALL had essentially abandoned early deterministic views (t...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
...Warschauer, M. (2000). Online learning in second language classrooms: an ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based Language Teaching: Concepts and Practice (pp.41-58). New...

by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006

Distributed agency in second language learning and teaching through generative AI
...Warschauer (2023) and Warschauer et al. (2023). AI can be useful in L2 text creation for brainstorming writing ideas, for suggesting ways to model texts to particular styles or genres, and for trans...

by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning