Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 161 - 170 results of 715 for He

Towards a Comprehensive Model of Negotiated Interaction in Computer-mediated Communication
...he part of the hearer. During the resolution, the non-understanding episode is dealt with: the indicator (I) is the episode in which the hearer signifies the non-understanding, arresting the progres...

by Rose Van der Zwaard, Anne Bannink
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Patterns of peer interaction in multimodal L2 digital social reading
...he raters in the first round noted any comments for which either variable was unclear. The three researchers then met to discuss these cases as well as those where the first two researchers disagreed...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Tribute to Mark Warschauer
...he very best as he embarks on his next adventure, being at the helm as the inaugural editor of a new journal, AERA Open.

by Dorothy Chun
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Learning Objects: Scorn or SCORM?
...he user's name (allowing the SCO to personalize messages), the course ID, or how far the user progressed in the lesson in the previous session; in turn, the SCO might send the LMS the status of the us...

by Robert Godwin-Jones
in Volume 08 Number 2, May 2004

YouTube for foreign languages: You have to see this video
...he brain. He discusses how the use of videos has been found to benefit students by connecting to multiple intelligences, both hemispheres of the brain, and to the emotional sense of the students. He...

by Joseph M. Terantino
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Review of Gameful second and foreign language teaching and learning: Theory, research, and practice
...he book, the author states that he receives a large volume of email from language teachers asking how they can incorporate games into their own contexts. According to the author, then, the impetus f...

by James York
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Review of Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse
...he focus of the research presented here. However, an issue that is unavoidable in the study of SLA is whether the student actually is progressing in his or her L2 abilities irrespective of whether s/h...

by Curtis Jay Bonk, Kira S. King
in Volume 07 Number 3, September 2003 Special Issue Distance Learning

Preservice english teachers acquiring literacy practices through technology tools
...heir teachers when the teacher did not respond immediately to their posting, an indication of their interest in hearing from their teacher. In the following example, a teacher and student used the dis...

by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education

From the special issue editor
...he United States. While the reported partnerships span the globe in terms of the geographical locations of the participating students, the scholarly interpretations of their outcomes similarly run the...

by Julie A. Belz
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Negotiation of meaning and corrective feedback in Japanese/English eTandem
...hen the Speaker has knowledge of the Hearer’s L1, as in tandem language learning, the response can also involve code-switching. Finally, the “reaction to response” of the Hearer indicates if the Hea...

by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning