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Showing 271 - 280 results of 283 for Distance/Open Learning and Teaching

Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
...and, 2009; Sutherland & Ekker, 2010) and language learning (Andreu-Andrés & García-Casas, 2011; Watts, García-Carbonell, & Rising 2011; García-Carbonell, Watts, & Andreu-Andrés, 2012; Angelini, 2012...

by Penny MacDonald, Amparo García-Carbonell, José Miguel Carot-Sierra
in Volume 17 Number 2, June 2013

Multimodal effects of processing and learning contextualized L2 vocabulary
...and, College Park, USA Abstract This study examined how unimodal and bimodal learning conditions impact L2 vocabulary processing and learning, comparing reading only (RO) and reading while lis...

by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
...learning and teaching (pp. 156–188). Palgrave. Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan. Reinhardt, J. (20...

by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022

Second Language Cyber Rhetoric: A Study of Chinese L2 Writers in an Online Usenet Group
...and received world view of academic and technical texts as "objective," and from a dependence on imitation, on formulas, and on cut-and- paste anthologies of other writers' fragments. (p. 381) Joel Bl...

by Joel Bloch
in Volume 08 Number 3, September 2004 Special Section on Global English(es)

Multilevel language tests: Walking into the land of the unexplored
...and the organizational and lexical features of the text (A1). Understand coherence and cohesion of short texts (A2) and a variety of authentic texts (B1). Understand in detail information, ideas a...

by Jesus García Laborda, Miguel Fernández Álvarez
in Volume 25 Number 2, June 2021

Integrating technology into study abroad
...learning and cross-cultural understanding at best a distraction and at worst an inhibitor of full engagement in the target culture, inevitably leading to less exposure to the target language and the...

by Robert Godwin-Jones
in Volume 20 Number 1, February 2016

Blog posts and traditional assignments by first- and second-language writers
...and what it doesn’t. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. 2, (pp. 523–538). New York, NY: Routledge. Hyland, K. (2002). Authority and invisibility...

by Irina Elgort
in Volume 21 Number 2, June 2017

Online domains of language use: Second language learners’ experiences of virtual community and foreignness
...and nativeness/foreignness, and the effects of communicating in certain domains on opportunities for language learning and use. Past Research on CMC Miller and Slater (2000) criticize the first ge...

by Sarah Pasfield-Neofitou
in Volume 15 Number 2, June 2011

Investigating the types and use of feedback in middle-school English language learners’ academic writing
...andards (Shanahan, 2015; Troia & Graham, 2016). The writing standards of the Common Core State Standards and states’ ELP standards, for example, require that students be able to write coherently and...

by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...and the ability of individuals to utilize contextual clues in text for learning novel words (Daneman & Green, 1986). In studies of second language learning, Harrington and Sawyer (1992) and Geva an...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development