- Digital mindsets: Teachers’ technology use in personal life and teaching
-
...strongly believed that students need to develop
basic language skills to be able to learn through a multimodal social networking platform.
These studies provide useful insights but it is important ...
by Ekaterina Tour
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...strong technical features, CMC has attracted many researchers in both
synchronous and asynchronous modes, and research on computer-based interaction in SLA has also
continued to proliferate.
CMC ha...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
- Engagement and Attitude in Telecollaboration: Topic and cultural background effects
-
...strong or controversial statements about another
culture (Oskoz et al., 2018). Additionally, Belz (2003) illustrated how the use of monoglossic or
heteroglossic statements could be a cultural indica...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Learning of L2 Japanese through video games
-
...strong reasons to learn Japanese while one participant selected that
games were a weak reason from the list of purposes (Question: “Why are you studying Japanese?”).
Moreover, the GFG participants’ ...
by Kayo Shintaku
in Volume 27 Number 1, 2023
- Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
-
...strong predictive power of Gaokao for predicting the academic performance of
university students. Moreover, students’ speaking performance from both groups was assessed prior to the
treatment. The f...
by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022
- A model for listening and viewing comprehension in multimedia environments
-
...stronger force in the investigation and use of LC for language learning
(Lynch, 1988; Rost, 1990; Rubin, 1994). Progressively less emphasis is now being placed on listening as
a cognitive process in...
by Debra Hoven
in Volume 03 Number 1, July 1999
- Noticing and text-based chat
-
...strong
version of the Noticing Hypothesis (noticing is necessary and sufficient for second language acquisition)
and the weak version of the Noticing Hypothesis (noticing is a necessary but not suff...
by Chun Lai, Yong Zhao
in Volume 10 Number 3, Sepetember 2006
- Fostering foreign language learning through technology-enhanced intercultural projects
-
...strong positive attitudes
towards technology-enhanced intercultural language learning (TEILI), which enabled the
learners to experience authentic language learning that fostered linguistic competenc...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- Supporting in-service language educators in learning to telecollaborate
-
...strong that they have remained in a fixed place. For instance, I worked this year with a group of
university students, who had to interact with another group of secondary school students. Both the
u...
by Robert O'Dowd
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- “I Am What I Am”: Multilingual identity and digital translanguaging
-
...strong connections to multiple nations, suggests that global identities
are “forged, developed, shaped, and sustained within digital communication networks,” and that such
identities are created “us...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
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