- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
-
...Park and William Bonk for their much appreciated
support, (iv), Kanda University of International Studies for the opportunities and funding I have received
and the wonderful students who helped me s...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Effects of interactive chat versus independent writing on L2 learning
-
...Park and/or any agency or entity of the United States Government.
ABOUT THE AUTHORS
Medha Tare is a research scientist at the University of Maryland Center for Advanced Study of Language.
Her res...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Interactive digital textbooks and engagement: A learning strategies framework
-
...Park, CA: Sage.
McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library,
23(1), 72–81.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative...
by Dawn Bikowski, Elliott Casal
in Volume 22 Number 1, February 2018
- Language teachers’ professional role identities and classroom technology integration
-
...Park (Eds.), Advances and current trends in language teacher identity research (pp. 16–30).
Routledge.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrati...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...Park, CA: Sage
Publications.
Phinney, M. (1989). Computers, composition, and second language teaching. In M. C. Penningto (Ed.),
Teaching languages with computers (pp. 81-96). La Jolla, CA: Athelstan ...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Park or
any agency or entity of the United States Government.
Notes
1. In the information-gap tasks, each learner received only part of the relevant information, and they
needed to work together t...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Building the porous classroom: An expanded model for blended language learning
-
...parking, childcare, etc. But in a physical space
there are richer opportunities for direct, unfiltered peer to peer and instructor to learner socialization, a
crucial component of the learning proce...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...Park, along (silently) as I was
and Adele.… quite familiar with these
songs and had listened to
them several times
I read and On the way to I went to the BBC website to 1 hour (20 When I read the ...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...Park, PA: CALPER Publications. Retrieved September 25, 2008, from
http://calper.la.psu.edu/publications.php
Weydt, H. (1969). Abtönungspartikel. Bad Homburg v.d.H., Berlin, Zürich: Verlag Gehlen.
W...
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- Improving argumentative writing: Effects of a blended learning approach and gamification
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...Park, CA: Sage.
Toplak, M. E., & Stanovich, K. E. (2003). Associations between myside bias on an informal reasoning
task and amount of post-secondary education. Applied Cognitive Psychology, 17, 851...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
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