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Showing 241 - 250 results of 283 for Distance/Open Learning and Teaching

Peer interaction in text chat: Qualitative analysis of chat transcripts
...and SLA at various universities. Her research interests include instructed second and third language acquisition, technology for foreign language learning and teaching, and language immersion. E-ma...

by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017

The effects of captions on L2 learners’ comprehension of vlogs
...Learning & Technology, 25(2), 178–191. http://hdl.handle.net/10125/73439 Introduction Language learning demands a suitable and sufficient input, whether it is written or spoken. The input should be...

by Dukhayel Aldukhayel
in Volume 25 Number 2, June 2021

The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
...and "My Favorite Bar or Restaurant" (257). The comparison and contrast paragraphs include "My Best Friends Eun Lang and Hae Won: the N and S Poles of a Magnet" (307), "My Personality: in Childhood an...

by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning

Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
...learning, problem-based learning, discovery learning, project-based learning, and task-based learning. Teachers act not as knowledge providers but as learning facilitators in learner-centered activi...

by Yu-Ju Lan
in Volume 24 Number 1, February 2020

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

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

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