- Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
-
...Warschauer (Ed.),
Telecollaboration in foreign language learning: Proceedings of the Hawai‘i symposium (pp. 121–
130). Honolulu, Hawai’i: University of Hawai’i Second Language Teaching & Curriculum C...
by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018
- Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
-
...Warschauer, 1997). It was proposed that CMC “affords
equal opportunities for participation to all members” involved in the interaction, the benefit being that “each
learner [is] exposed to more inpu...
by Tripp Strawbridge
in Volume 25 Number 2, June 2021
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...Warschauer, 2023)—that and other studies have shown that a multilingual
setting aids content learning and also enhances learners’ self-respect, confidence building, and identity
formation that valid...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Submission Guidelines
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- Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
-
...Warschauer, 2015), become
reflective learners (Barrot, 2016), and become mindful of the topic and language they use for
communication (Chen & Brown, 2012). Meanwhile, social pressure that results fr...
by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022
- L2 pragmatics and CALL
-
...Warschauer, 1996). These first studies showed that CMC provided opportunities for students to
play a greater role in class discussion (e.g., managing discourse, suggest topics, request more informati...
by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Child-to-child interaction and corrective feedback in a computer mediated L2 class
-
...Warschauer, 1996) and creates a less stressful environment for
Frank Morris Child-to-Child Interaction and Corrective Feedback…
Language Learning & Technology 32
language learning (Chun, 1998). H...
by Frank Morris
in Volume 09 Number 1, January 2005
- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...Warschauer, 1996, p. ix).
Meskill and Anthony (2010) propose that the “key to viewing learning as a dynamic, developmental
process is the notion of guided participation” (p. 13). Investigating the ...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment
-
...Warschauer, Schetzer, & Meloni, 2000), utilizing the same kind of media and technological
environments that learners are engaged with outside of class. In the context of L1 literacy instruction,
res...
by Christoph A. Hafner, Lindsay Miller
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- The accuracy of computer-assisted feedback and students’ responses to it
-
...Warschauer & Grimes, 2008). However, most of the studies that examined the effects of Criterion and its
feedback on students’ writing have limitations in that they dealt with only a single essay assi...
by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015
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