- Autonomous learning through task-based instruction in fully online language courses
-
...social interaction, reflective thinking,
teacher scaffolding), and challenges associated with online courses (e.g., lack of time, social presence,
language proficiency). Qualitative data from readil...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Review of Technology in second language writing: Advanced in composing, translation, writing pedagogy and data-drive learning
-
...social contexts during the talk. The post-
production editing techniques used in the TED talk, such as camera cuts, lens angles, and lighting,
foregrounded the speaker’s prosodic and non-prosodic fea...
by Siqi Li, Huafeng Wang, Lin Jiang
in Volume 28 Number 1, 2024
- The types and effects of peer native speakers’ feedback on CMC
-
...context of
language communication, the compartmentalized use of these technologies has given rise to difficulties in
designing meaningful student interactions (Garrison & Arbaugh, 2007) in the conte...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...social effects, and that the sign-maker selects modes (e.g.,
spoken language, gesture, and facial expression) to use based on cultural, social, historical aspects and so
on. In their view, a social ...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Review of Inclusive Education and Digital Technologies
-
...social opportunities. However, the extent of language education is rarely consistent across all
contexts, with certain learners often being privileged over others. In their volume, Vilar Beltrán, Abb...
by Dustin Crowther
in Volume 20 Number 1, February 2016
- Rethinking transfer: Learning from CALL teacher education as consequential transition
-
...contexts.
Context and Participants
The context of the study is a summer graduate-level CTE course for in-service K-12 teachers, taken at a
university in Taipei, Taiwan. The course focused on multi...
by Chin-chi Chao
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Facebook-photovoice interface: Empowering non-native pre-service English language teachers
-
...social constructivism, which posits that language learning is mediated by
social interaction (i.e., Social Development Theory, SDT), brought to the next level through scaffolding
by a More Knowledge...
by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014
- Technology-enhanced L2 instructional pragmatics
-
...social. Linguistic annotations were
comments about the text’s grammar or vocabulary. Literary annotations referred to the text’s various
rhetorical tropes (e.g., metaphor, metonymy, etc.). And socia...
by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- SMART Teacher Lab: A learning platform for the professional development of EFL teachers
-
...social technologies such as micro-blogging, social network services (SNS), or comments
(Holotescu, 2015). Theoretically underpinned by constructivism and other recent educational philosophies
(Haj-B...
by Heyoung Kim, Jang Ho Lee
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Review of Learning Language and Culture via Public Internet Discussion Forum
-
...social
and linguistic habits of any person; in contrast, secondary discourses are acquired later, learned as part of
socialization into other social and cultural discourses beyond those of one’s fam...
by Barbara Hanna, Juliana de Nooy
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
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