- 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
- Children’s interaction and lexical acquisition
in text-based online chat
-
...marks, and question marks to express their feelings during the negotiation tasks. Interestingly,
these young learners had no inhibitions about openly showing their anger, frustration, or confusion,
...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- Supporting Synchronous Distance Language Learning with Desktop Videoconferencing
-
...marked 2, basically very reliable, as even though the system froze a couple of times, it was
quickly remedied by either inviting the person to netmeet again, or a quick restart of the
computer. As I s...
by Yuping Wang
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
-
...Warschauer, 2015; Xiao & Hurd, 2010).
Research on the development of pronunciation skills—as opposed to the more general area of oral
proficiency which entails speaking ability more broadly, includi...
by Ines A. Martin
in Volume 27 Number 1, 2023
- The design of an online concordancing program for teaching about reporting verbs
-
...marked reporting verbs thought to be
inappropriate. This inappropriateness could have been the result of syntactic problems, such as using a
that-clause with a reporting verb that did not take that-...
by Joel Bloch
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...marked differences can be identified between the two groups (Myles, 2002; O’Malley & Chamot, 1990;
Silva, 1993). First, L2 writing is a more cognitively demanding task, which requires individuals to ...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
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