- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...contextual characteristics (such
as the context for learning, resources, time, and influences from teachers) is common to several models of
self-regulated behaviors (Weinstein, Woodruff, & Awalt, 20...
by Chun Lai
in Volume 17 Number 2, June 2013
- Digital Gaming and Language Learning: Autonomy and Community
-
...social worlds at different stages in life (Götzenbrucker & Köhl, 2009; Quandt, Grueninger, & Wimmer,
2009). Gaming may then be comparable to a career, “any social strand of any person’s course throug...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...social context,
a setting that facilitates the development of their communicative competence. The online tools most
commonly used are e-mail, bulletin boards, and chat rooms. These tools create a soci...
by Lina Lee
in Volume 08 Number 1, January 2004
- Twenty-five years of emerging technologies
-
...social context. They found that most studies conducted
are case studies, with a balance of quantitative and qualitative methodologies, making use of a variety of
restricted, open, or integrated peda...
by Jonathon Reinhardt, Anna Oskoz
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Review of Literate Lives in the Information Age: Narratives of Literacy from the United States
-
...context and social and economical circumstances that affect the daily lives and development of
students.
Chapter 4, co-authored by Thomas A. Lugo and Melissa Pearson, and titled "Shaping Cultures: ...
by Bethany E. Gray
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...social
constructivist view, the development of autonomy is a result of interplay between social and reflective
processes (Little, 2003). Benson (2003) notes that during social interaction, students ...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Semiotics in CALL: Signs, meanings, and multimodality in digital spaces
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...contexts (see Godwin-Jones, 2016, 2017; Han, 2019; Messina Dahlberg & Bagga-Gupta, 2016;
Pertusa‐Seva & Stewart, 2000). Images have long been a staple in language instruction, providing a cultural
c...
by Liudmila Klimanova, Lara Lomicka
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Asynchronous group review of EFL writing: Interactions and text revisions
-
...social networks. The more
imaginary world in the social network the more destroyed in the real world.
S1A: Due to Social networking, users lose their social life. They become addicts and they spend ...
by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017
- Hegemonies in CALL
-
...social constructivism and associated interactive,
collaborative, student-centred pedagogies, as well as curriculum and course design, while wider
educational hegemonies derive from educational and i...
by Marie-Noëlle Lamy, Mark Pegrum
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- New technologies, new literacies: Focus discipline research and ESL learning communities
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...social practice" (NLG, 1996, p. 86) and to put focus discipline themes and issues into a
broader context. When students are able to put these themes and issues into a broader context, when they
are ...
by Loretta Kasper
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
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