- Patterns of peer interaction in multimodal L2 digital social reading
-
...learners to engage collaboratively in
analyzing texts. While post-reading class discussions can provide a sharing of ideas that enriches
understanding, time for this is often limited, and some learn...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Does Second Life improve Mandarin learning by overseas Chinese students?
-
...learners with an interface in which
users are able to directly control the objects in the context of the virtual world. The superior learning
experience of SL increases “immersion and active learner...
by Yu-Ju Lan
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Designing talk in social networks: What Facebook teaches about conversation
-
...learners take up in various conversations both online and offline and the potential effects of these positions.
Goffman provides a relatively accessible metalanguage that learners can be introduced t...
by Chantelle Warner, Hsin-I Chen
in Volume 21 Number 2, June 2017
- Review of Digital games and language learning: Theory, development and implementation
-
...learner autonomy in
learning languages. They also mention several challenges (e.g., cultural and identity issues) associated with
language learning in 3DVLEs, such as different standards for interac...
by Shanshan He
in Volume 26 Number 1, 2022
- Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
-
...identity and balancing it with the old identity.
The following five contrastive features were identified for study, based on the research of Ballard and
Clanchy (1991), Cho (1999), Connor (1996), C...
by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Review of Computer Games and Language Learning
-
...learner attitudes, answered
with a post-study questionnaire and observations, found that generally the learners found the game
motivating and beneficial, although there was some difficulty for lower...
by Jonathon Reinhardt
in Volume 18 Number 3, October 2014
- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...learners’ segmental
production, and learners’ attitudes toward and experience with it. The study was conducted during a two-
week introductory FL Spanish course with a cross-over design. In the exper...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
-
...learners. Regardless of
the specific, course-related aims of the telecollaboration, we feel developing global competence is always
an inherent component of telecollaboration (Godwin-Jones, 2019), an...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Hypermedia, internet communication, and the challenge of redefining literacy in the electronic age
-
...identity (e.g., Bolter & Grusin, 1999; Landow, 1992; Poster, 1995).
Such a perspective on the move from print to electronic literacy generally does not distinguish
between the literal intention of a...
by Cameron Richards
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Review of Network-Based Language Teaching: Concepts and Practice
-
...learner-centered, authentic, and rhetorically
appropriate; have goals that are relevant for students' lives; and allow students to explore and express
their social and cultural identity.
In the fourth...
by Marisol Fernández-García
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
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