- Culture, culture learning and new technologies: Towards a pedagogical framework
-
...Lomicka, L. L. (2005). Exploring the blogosphere: Use of web logs in the foreign
language classroom. Foreign Language Annals, 38(3), 410-421.
Fishman, J. A. (1996). Summary and interpretation: Post-...
by Mike Levy
in Volume 11 Number 2, June 2007
- Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
-
...logy for learning
idioms. Proceedings 6th International Technology, Education and Development Conference (pp. 3866–
3869). Spain: International Association of Technology, Education and Development. R...
by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Interactive ESL multimedia on the internet: A look at Shockwave Plaer and Vivoactive 2.0
-
...lopers and language instructors interested in using this technology should be aware
of how differences between these plug-ins may influence curriculum selection and/or development.
Shockwave's Player ...
by Chris La Belle
in Volume 01 Number 2, January 1998
- Review of En Una Palabra: Sevilla, España, Córdoba, Argentina, and Puebla, México
-
...lores-
Zahir Mumin Review of En una Palabra
Language Learning & Technology 42
Cuadra’s main objective is to develop students’ cultural competence and linguistic knowledge by
exposing them to auth...
by Zahir Mumin
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Using the World Wide Web to integrate Spanish language and culture: A pilot study
-
...logy developed, they were less apprehensive about exploring
on their own, regardless of any lack of clarity in the instructions.
CONCLUSION
This pilot study integrated Spanish language and culture usi...
by Martiza M. Osuna, Carla Meskill
in Volume 01 Number 2, January 1998
- Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
-
...lot
Student B (NS): a block
A: what
B: like a church every block
A: yeah! exactly (hhh) it’s like that
Explicit corrections were coded as those instances in which the NS interlocutor correcte...
by Tripp Strawbridge
in Volume 25 Number 2, June 2021
- The integration of internet-based reading materials into the foreign language curriculum: From teacher- to student-centered approaches
-
...lowing words means? Look up the words in your dictionary (see contents of
bottom half of split screen below).
Task 2: Read the following text and then do the exercise.
Interview with Otto Müller:
Ques...
by Klaus Brandl
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Review of Oral Language Archive
-
...logy 17
F: Siguiente.
C: Sí. ¡Buenas tardes! ¿Me puede dar la. . .los papeles para. . .va. . .para el pasaporte?
F: Sí, sí, como no. Mire, aquí tiene papelito amarillo, uno de, papelito blanco. Este l...
by Claire Bradin
in Volume 02 Number 2, January 1999
- The effects of electronic mail on Spanish L2 discourse
-
...logue Journals
The written interaction described below is a CMC version of traditional dialogue journals. Dialogue
journals were used initially in L1 (English freshman composition) and ESL classes, an...
by Manuela González-Bueno
in Volume 01 Number 2, January 1998
- Teaching text and context through multimedia
-
...logy can slow down or speed up the spoken word without altering pitch and tone.
• Multimedia can select events perceived to be similar or analogous, draw them out of their original
texts, and reconfig...
by Claire Kramsch, Roger W. Andersen
in Volume 02 Number 2, January 1999
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