- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
-
...Warschauer, 1997). Research into CMC focuses largely
on the social effects of different computer-supported communication technologies. For language teachers,
CMC has the potential to contribute to n...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Twitter-based EFL pronunciation instruction
-
...Warschauer, 1996), increase motivation (Beauvois, 1995), self-expression
(McBride, 2009) and facilitate recall (Blessing et al., 2012). Furthermore, CMC can induce the experience
of losing track of ...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
-
...Warschauer
(Eds.), Contemporary Computer-Assisted Language Learning (pp. 201–216). London, UK: Continuum
Books.
Language Learning & Technology
46
by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Asynchronous group review of EFL writing: Interactions and text revisions
-
...Warschauer, 2006, p. 109). In
online asynchronous peer review, ESL and EFL learners evaluate their texts, suggest useful ideas for
revising texts, clarify their intended ideas or meanings, and offer...
by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
-
...Warschauer (2016) and Taylor (2019) added that technological tools
Khalid Al-Seghayer 3
assisted L2 learners in developing their reading skills as they facilita...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- Authenticity and authorship in the computer-mediated acquisition of L2 literacy
-
...Warschauer, 2000; Kramsch & Andersen, 1998; Thorne,1999), and they
found that it increased the learners' self-confidence, motivation, and communicative competence.
But do these concepts remain uncha...
by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...Warschauer, 2010; Shermis & Burstein, 2003), such as e-rater (Attali & Burstein, 2006) and IntelliMetric
(Rudner, Garcia, & Welch, 2006). However, the development of these systems tends to focus on r...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
-
...Warschauer, 2024). DMC has been shown to have the potential for building community and connecting
generations (Wu & Chen, 2020). Peer-to-peer learning is enabled through collaborative DMC (Akoto &
L...
by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Identity Practices of Multilingual Writers in Social Networking Spaces
-
...Warschauer & Grimes, 2007).
Despite the many advantages of CMC tools identified by SLA scholars, the dynamics of multilingual
writers’ literacy practices and identity constructions in social network...
by Hsin-I Chen
in Volume 17 Number 2, June 2013
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Warschauer, 1997), and these characteristics unique to the process
of each mode of communication would also have an impact on subsequent learning outcomes.
Second, studies incorporating CMC activi...
by Huifen Lin
in Volume 19 Number 2, June 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.