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Showing 151 - 160 results of 182 for Mark Warschauer

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

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

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

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

Words as big as the screen: Native American languages and the internet
...marked for death. However, this preservation work is fraught with complexity as indigenous people struggling to make decisions for their language's future are confronted with linguistic and even techn...

by Tracey McHenry
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages

Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
...Warschauer, 1997). Research into CMC focuses largely on the social effects of different computer-supported communication technologies. For language teachers, CMC has the potential to contribute to n...

by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014

Asynchronous group review of EFL writing: Interactions and text revisions
...Warschauer, 2006, p. 109). In online asynchronous peer review, ESL and EFL learners evaluate their texts, suggest useful ideas for revising texts, clarify their intended ideas or meanings, and offer...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017