- Manipulating L2 learners' online dictionary use and its effect on L2 word retention
-
...strong, when it is self-imposed. Both Search and Evaluation
refer to the cognitive dimensions of the construct of task-induced involvement. Search is the attempt to
find the meaning of a word or to ...
by Elke Peters
in Volume 11 Number 2, June 2007
- Microblogging Activities: Language Play and Tool Transformation
-
...strong parallel between microblogging and diaries of the late
18th and early 19th centuries. He suggests that technological advances allowing the production of ‘small
leather-bound journals,’ contri...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
-
...strong ties in long-lasting friendships and
community memberships were found to play crucial roles in gaining access to new knowledge and
maintaining commitment to joint activities in the online com...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Pretask training for web-based second language collaborative writing
-
...strong and present but sentences. Main sentences are
convincing details controlling ideas are ideas are somehow difficult to rate.
and/or examples. imprecise. Main supported by There are too
There ...
by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024
- Negotiating Common Ground in Computer-Mediated Versus Face-to-Face Discussions
-
...stronger, he can believe that she understands what he means by u.
Acceptance phase: B accepts utterance u by giving e that she believes she understands what A
means by u. She does so on the assumption...
by Ilona Vandergriff
in Volume 10 Number 1, January 2006
- Asynchronous group review of EFL writing: Interactions and text revisions
-
...strong enough to support the author’s stand?
And what about the counter-claims or opposing claims in the body of the essay? Has he or she
highlighted these opposing claims well?
Does the author ref...
by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...strong desire to communicate with the key figures of the
community” (p. 247) used a higher number of SP indicators. They observed teachers initially attempting
to form vertical relationships, contac...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Learning Chinese idioms through iPads
-
...strong and never submitted to any
difficulty.”
Figure 1. Two examples of student artifacts: concrete (left) and abstract (right).
It was interesting to make a comparison between learners who work...
by Chunsheng Yang, Ying Xie
in Volume 17 Number 2, June 2013
- Promoting pre-service teachers’ reflections through a cross-cultural keypal project
-
...Strong community, deep learning: Exploring the link.
Innovations in Education and Teaching International, 42(3), 217–230.
Egbert, J. (2006). Learning in context: Situating language teacher learning ...
by Aleksandra Wach
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners
-
...strong, integrated, language learning component. Moreover, explicit learning outcomes must align
to a holistic framework that transcends the course. So, too, it is essential that learners have an acc...
by Kelly Arispe, Jack Burston
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.