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Showing 221 - 230 results of 298 for Warschauer

Digital mindsets: Teachers’ technology use in personal life and teaching
...Warschauer, 2008); language-dominant assessment paradigms, and standardised testing culture (Tan, Bopry & Guo, 2010). Some studies refer to professional issues that constrain teachers: insufficient ...

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

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

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

“I do which the question”: Students’ innovative use of technology resources in the language classroom
...Warschauer, 2013). However, there is still a need for more focus on what it means to efficiently design communicative target language learning events that integrate communication technology. One are...

by Melinda Dooly
in Volume 22 Number 1, February 2018

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

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

Telecollaboration for content and language learning: A Genre-based approach
...Warschauer, 2004). Additionally, a number of book-length volumes on the topic have explored such issues as foreign language education (Belz & Thorne, 2006), literacies in multimodal collaborative en...

by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education