- Peer feedback on language form in telecollaboration
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...learning than normal classroom feedback and that the
corrections were experienced in a more personalized and unthreatening manner:
"In class you write down notes about grammar and vocabulary and it ...
by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
- The intersection of multimodality and critical perspective: Multimodality as subversion
-
...and
behaviors that characters in movies say and do (i.e. linguistic and gestural modes), but also how the words
and the behaviors are undergird by sound and music (i.e. aural mode) and the compositi...
by Shin-ying Huang
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
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...learning and teaching. Oxford, UK: Oxford University Press.
Good, J., Howland, K., & Thackray, L. (2008). Problem-based learning spanning real and virtual words:
A case study in Second Life. Researc...
by Airong Wang
in Volume 19 Number 2, June 2015
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
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...learning and language teaching (2nd ed.). London, UK: Edward Arnold.
Cooper, M., & Selfe, C. (1990). Computer conferences and learning: Authority, resistance, and internally
persuasive discourse. C...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...teaching and learning than still often dominant teacher-
centered, transmission and rote learning approaches and practices.
The teaching modules which were the focus of the inquiry involved foundatio...
by Cameron Richards
in Volume 09 Number 1, January 2005
- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
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...and the Ozarks: Understanding Academic Discourse. In. V.
Zamel & R. Spack (Eds.), Negotiating academic literacies: Teaching and learning across languages and
cultures (pp. 219-235). Mahwah, N.J.: La...
by Joel Boch
in Volume 11 Number 2, June 2007
- Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
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...and 10).
This finding indicates that Marie and Andrew did not maintain intersubjectivity. While Marie’s intention
was to assist Andrew in the error correction process, Andrew viewed the task as an ...
by Lina Lee
in Volume 12 Number 3, October 2008
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
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...and children, same-age and cross-age peers, and interactions in
institutional and community settings across different ethnic and socioeconomic groups, and have shown
that language learning is intricat...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
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...and social factors of teaching and
learning LCTLs, such as available teaching and learning resources, technology, learning goals, and
motivations (Sato et al., 2017; Ward, 2018; Winke et al., 2010)....
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Topic management in L2 task-based written interactions
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...and 11 constitute
sequence expansion, and, thereby, Yui’s post 1 (“Success!”) and Ami’s posts 14 and 15 (“success...” and
“it’s very difficult”) construct a base sequence. More importantly, however,...
by Makoto Abe
in Volume 27 Number 1, 2023
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