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 151 - 160 results of 184 for Mark Warschauer

Effects of interactive chat versus independent writing on L2 learning
...Warschauer, 1996). In addition, because the instructor’s role is usually diminished in chat discussions, students naturally take more responsibility for the discussion; therefore, speakers share the ...

by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014

Using digital stories to improve listening comprehension with Spanish young learners of English
...Warschauer, Shetzer & Meloni, 2000). Unfortunately, real adaptation of these resource books into the classroom, we believe, has not taken place yet. Many professionals feel uncertain on how to take ...

by Dolores Ramírez Verdugo, Isabel Alonso Belmonte
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension

Flexibility and Interaction at a Distance: A Mixed-Mode Environment for Language Learning
...Warschauer, 1998). In particular, learners participating in Computer Mediated Communication (CMC) seem able to produce more complex and accurate instances of language than they do in oral conversation...

by Antonella Strambi, Eric Bouvet
in Volume 07 Number 3, September 2003 Special Issue Distance Learning

Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration
...mark for leisure-time activity (“Relax”), and a thumbs down and question mark for work activity (“using Facebook as a work tool & not only as leisure time activity” and “getting to know each other w...

by Carolin Fuchs
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

The effects of face-to-face and computer-mediated recasts on L2 development
...Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai‘i sympo...

by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022

Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
...marking criteria, two experienced instructors graded each test paper independently. The inter-rater reliability of marking accuracy was excellent, with intra-class correlation coefficients (ICC) bei...

by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024

Playing the videotext: A media literacy perspective on video-mediated l2 listening
...markers in the narrative. Visual elements took on the role of signposts, or boundary markers, to assist in search efficiency. Student Reflections As they reflected after a session, what did students t...

by Paul Gruba
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Technology and the four skills
...Warschauer, & Blake, 2016). Likewise, synchronous speaking tasks regularly form part of the hybrid or fully online language curriculum (Blake, 2011). Once again, the choice of task is all-important ...

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

Noticing and text-based chat
...marking in an online setting, stated: "Arguably, the specific characteristics of the medium of communication represented in CMC may increase the chances that learners will focus their attention on b...

by Chun Lai, Yong Zhao
in Volume 10 Number 3, September 2006

Pre-service EFL teachers’ online participation, interaction, and social presence
...Warschauer (2015) measured student participation in online asynchronous discussions throughout a school year by quantifying number of posts by students and observed increased online participation ov...

by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018