- The development of e-mail literacy: From writing to peers to writing to authority figures
-
...and "you know"), reduced forms ("wanna" and
"gonna"), phonetic spellings ("u" for "you" and "thru" for "through"), abbreviations ("sth" for
"something" and "pic" for "picture"), acronyms ("asap" and "...
by Chi-Fen Emily Chen
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Review of Internet Audio Communication for Second Language Learning: A Comparative Review of Six Programs
-
...andem Europa (www.slf.ruhr-uni-bochum.de/etandem) in which telephone and Internet audio have
Gary A. Cziko and Sujung Park Internet Audio Communication for Second Language Learning
Language Learning &...
by Gary A. Cziko, Sujung Park
in Volume 07 Number 1, January 2003
- Modality and task complexity effects on second language production in CMC
-
...andle.net/10125/73542
CMC in L2 Learning
The ability to communicate and interact with one another online has created unique opportunities for L2
learning and teaching (Kern et al., 2008). With the ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Negotiation of meaning and codeswitching in online tandems
-
...and Codeswitching in Online Tandems
Language Learning & Technology 147
TANDEM LEARNING
The concept of tandem learning on which this study is based draws predominantly on two tenets, the
principles of ...
by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- The deliberate study of concrete nouns with tablet-based augmented reality
-
...and
nonword vocabulary acquisition. In A. F. Healy & L. E. Bourne Jr. (Eds.), Learning and memory
of knowledge and skills: Durability and specificity (pp. 132–169). SAGE Publications.
https://doi.o...
by Adam Dabrowski, Stuart McLean, Christopher Nicklin
in Volume 28 Number 1, 2024
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...learning will take place” (p. 3). The two essential and
4 Language Learning & Technology
complementary types of vocabulary learning—incidental vocabulary learning and intentional vocabulary
l...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- The design of an online concordancing program for teaching about reporting verbs
-
...and to the inductive nature of data-driven learning. Yoon and Hirvela (2004) found that students were
sometimes frustrated both with learning to use the programs and with the occasional technological...
by Joel Bloch
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
- Social dimensions of telecollaborative foreign language study
-
...and
institutionally contingent features of language valuation, computer know-how, Internet
access, and learning accreditation and the micro features of situated classroom interaction
and individual...
by Julie A Belz
in Volume 06 Number 1, January 2002
- Words as big as the screen: Native American languages and the internet
-
...and teachers alike, that the language was
incapable of expressing abstract thoughts and thus was "inappropriate for use in the school" (p. 11). A
Native/non-Native husband and wife team, Dauenhauer an...
by Tracey McHenry
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages
- The types and effects of peer native speakers’ feedback on CMC
-
...and foreign language learning: A tutorial on the role of attention and
awareness in learning. In R.W. Schmidt (Ed.), Attention and awareness in foreign language learning and
teaching (pp. 1–63). Hon...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.