- Effects of web-based collaborative writing on individual L2 writing development
-
...market. These topics were chosen based on course content and planned in-class writing tasks. The choice
to include different genres for the pre- and post-tests, as well as for the in-class writing ta...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- L2 identity, discourse, and social networking in Russian
-
...marks may be used to establish a
friendly relationship between keypals. For example, Aaron, a second-year Russian student, noticed how
differently his Russian keypal used exclamation marks and parenth...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Negotiations for meaning in the context of a massively multiplayer online role-playing game
-
...marks, and split turns) “facilitated the consistent production of coherent TL
[target language] output” (p. 89). He speculated that short gaming sessions, the real-time nature of
interactions, the u...
by Nasser Jabbari, Zohreh R. Eslami
in Volume 27 Number 1, 2023
- Mobile apps for language learning
-
...Market, Amazon’s Appstore for Android, Handango, and other repositories. As is the
case with iOS apps, Android apps are free or available for a price, usually under ten US dollars. Some
apps are con...
by Robert Godwin-Jones
in Volume 15 Number 2, June 2011
- Fan translation of games, anime, and fanfiction
-
...mark of the original game and a credit mark to
his work (see Figure 7). Selo had a ReadMe template he filled out for every game. After completing this,
the translation was ready for publication and ...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- 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
- Preservice english teachers acquiring literacy practices through technology tools
-
...bond or an
insider reference to exclude others. Participation in on-line chat exchanges engages early-adolescents in
using intertextual links to foster social interaction (Beach & Lundell, 1997; Lewis...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Lexical behaviour in academic and technical corpora: Implications for ESP development
-
...markers. Their procedural
status derives from the effect of signposting which they demonstrate in the texts. This characteristic is
analysed as a rhetorical marking of functions and techniques. For ex...
by Alejandro Curado Fuentes
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- L1 for social presence in videoconferencing: A social semiotic account
-
...markers in lines 2 and 3 (err), speech in Line 4 and accompanying facial expressions and unfocused gaze
(Figures 15, 16 and 17). While hesitation markers and use of speech illustrate Eda’s active eng...
by Müge Satar
in Volume 24 Number 1, February 2020
- Hey Siri: Should #language, 😕, and follow me be taught?: A historical review of evolving communication conventions across digital media environments and uncomfortable questions for language teachers
-
...bonding.
Lee and Chau (2018), who researched multilingual hashtags in the Umbrella Movement in Hong Kong,
found hashtags functioned powerfully as identity markers by choosing politically marked lang...
by Heather Lotherington, Noah Bradley
in Volume 28 Number 1, 2024
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