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Showing 211 - 220 results of 675 for Social Context

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

Task-based language teaching online: A guide for teachers
...social and technical features when interacting online, and this can cause mismatches between teachers’ and learners’ expectations (Stickler & Shi, 2013; 2015); (c) socializing and the formation of tr...

by Melissa Baralt, José Morcillo Gómez
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

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

CALL in the Year 2000: Still developing the research agenda
...social conversation (Lamy & Goodfellow, 1999) Participant Language Function Student 1 A quelle heure ouvira-t-il? Je pense que je voudrais une biere... Imaginative/Social Student 2 Bonjour, ...

by Carol Chapelle
in Volume 03 Number 1, July 1999

Using Facebook to promote Korean EFL learners’ intercultural competence
...context in that the majority of FL learners have fewer opportunities to have extensive contact with speakers of target languages (i.e., face-to-face interaction) in the ‘in-country’ context (i.e., E...

by Seunghee Jin
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Augmented reality and language learning: From annotated vocabulary to place-based mobile games
...context of digital games, something which would be quite useful in shaping educational game design. AR IN CULTURAL CONTEXTS In addition to using AR tools for language learning, there is also the po...

by Robert Godwin-Jones
in Volume 20 Number 3, October 2016

Review of Gameful second and foreign language teaching and learning: Theory, research, and practice
...contexts but has carefully considered how to prompt the reader to learn more about the presented material, and consider their own teaching context, and game-playing habits, preferences, and proficie...

by James York
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Review of Learner autonomy and Web 2.0
...social networking” (p. 136), which considers how various elements outside of the social network participation (class instruction, learning materials, tutor support, etc.) all play an important role ...

by Randall Sadler
in Volume 22 Number 1, February 2018