- Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
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...line and online oral and written resources is partly curtailed by the
digital environment itself.
Language(s) Learned in this study: Italian
Keywords: Online Teaching and Learning, ICT Literacies, ...
by Giulia Messina Dahlberg, Sangeeta Bagga-Gupta
in Volume 20 Number 3, October 2016
- Topic management in L2 task-based written interactions
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...lied Linguistics, 30(3), 315–334.
https://doi.org/10.1093/applin/amn035
Gonzales, A. (2013). Development of politeness strategies in participatory online environments: A case
study. In N. Taguchi &...
by Makoto Abe
in Volume 27 Number 1, 2023
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
-
...listening, speaking, reading, and
writing. In particular, listening and reading can increase language stimulus and thereby expose learners to
unfamiliar language, helping them to acquire linguistic ...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
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...lis et al., 2001), shown to be salient in non-task-based NS-NNS interaction (Fernández-
García & Martínez-Arbelaiz, 2014; Nakahama et al., 2001).
Literature Review
Interaction and SCMC
In line with...
by Tripp Strawbridge
in Volume 25 Number 2, June 2021
- Computers in language testing: Present research and some future directions
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...lines, ongoing
research must also be conducted on the reliability and validity of each and every CALT that is developed
in the future.1
Notes 1 The reliability issues for CATs are addressed in Th...
by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Twenty-five years of digital literacies in CALL
-
...lic inequality (through various types of digital divides). Dealing with these
realities is an important dimension of literacy in the digital age. As Guikema and Williams (2014) point
out,
Digital l...
by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Patterns of peer interaction in multimodal L2 digital social reading
-
...literacies movement, the development of L2 literacy and pragmatic awareness are intimately
linked. Moving away from the traditional definition of literacy as the ability to decode and encode texts, a...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- The role of technology in SLA research
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...lity to communicate using readily accessible L2 technology aids (such as online bilingual
dictionaries and tools that check grammar), the ability to make appropriate linguistic choices in
face-to-fa...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Willingness to communicate and oral communicative performance through asynchronous video discussions
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...lip tool (formerly known as Flipgrid), a social learning platform, was selected because it offered ease
of use, multimodality, personalization, video recording, and built-in feedback. Flip allows lea...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- An ecological perspective on the use of memes for language learning
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...Li, W. (2012). Multilingualism, empathy and multicompetence. International Journal
of Multilingualism, 9(4), 352–366. https://doi.org/10.1080/14790718.2012.714380
Douglas Fir Group. (2016). A trans...
by Yiting Han, Blaine E Smith
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
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