- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...Kim et al., 2019;
Michel & Cappellini, 2019; Michel & Smith, 2018; Uzum, 2010; Zhou & Wang, 2021). However, studies
on interactive alignment involving verbal and nonverbal cues in their analysis sim...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Conversations—and negotiated interaction—in text and voice chat rooms
-
...Kim, 1998). Indeed, the online
language learning environment has greatly impacted the cognitive and social aspects of language learning.
Interaction patterns sway -- and are swayed by -- the unique ...
by Kevin Jepson
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Use of wikis to promote collaborative EFL writing
-
...Kim, 2008; Hirvela, 1999; Storch, 2002, 2009; Swain & Lapkin, 1998;
Wigglesworth & Storch, 2009). While working on a single text by taking group responsibility, learners
generate ideas, and pay atte...
by Zelilha Aydin, Senem Yildiz
in Volume 18 Number 1, February 2014
- Children’s interaction and lexical acquisition
in text-based online chat
-
...Kim, 2014). Results from this research have been contradictory with
variability reported across learning contexts regarding the amount and focus of negotiation, the influence
of task-type, noticing,...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- Using wiki-mediated collaboration to foster L2 writing performance
-
...Kim,
2008; Lapkin, Swain, & Smith, 2002; McDonough, 2004; Storch, 1999, 2004; Swain & Lapkin, 1998).
Collaborative learning is grounded in the social-constructivist paradigm of language learning. In...
by Hsiu-Chen Hsu, Yun-Fang Lo
in Volume 22 Number 3, October 2018
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...Kim, 2010). The two main types of conceptual models for analyzing argumentation
include (Inch & Warnick, 2002): (a) the standard models, which analyze essays according to typical
argumentation eleme...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...Kim & Han, 2007).
Second, as Navarra and Soto-Faraco (2007, p. 4) note, “speech is a multimodal phenomenon in which the
articulatory movements of the speaker produce correlated information in vision...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Integrating technology into study abroad
-
...kimoto, 2012;
Cunningham, 2012). Whatever delivery platforms or media are used, designing a technology plan for
enhancing students’ pragmatic ability might begin with a consideration of the well-dev...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...Kim, & Patil, 2006). Second, this study measured a small cohort of learners at a
university in Hong Kong and thus, the applicability of its findings may be limited. It would be interesting
to examin...
by Chun Lai
in Volume 17 Number 2, June 2013
- Chasing the butterfly effect: Informal language learning online as a complex system
-
...Kim, 2014), of Chinese
migrants to the Netherlands (Juffermans, Blommaert, Kroon, & Li, 2014), of immigrant children
(Vandommele, Van den Branden, Van Gorp, & De Maeyer, 2017), or of inner-city yout...
by Robert Godwin-Jones
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.