- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
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...learning and teaching (pp. 91–131). Amsterdam, The Netherlands: John Benjamins.
Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1),
183–209.
*Kos...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Identity Practices of Multilingual Writers in Social Networking Spaces
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...and and interpret the symbolic value and meaning of different symbolic forms, and
negotiate appropriate subject positions and identities between languages and discourses, local and global
(Kramsch, ...
by Hsin-I Chen
in Volume 17 Number 2, June 2013
- Corrective feedback in computer-mediated collaborative writing and revision contributions
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...and second language
learning. Language Learning, 68(1), 46–82.
Benson, S., & DeKeyser, R. (2019). Effects of written corrective feedback and language aptitude on verb
tense accuracy. Language Teach...
by Taichi Yamashita
in Volume 25 Number 2, June 2021
- Exploring the relationship between electronic literacy and heritage language maintenance
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...and
like even understanding jokes, subtle jokes, I would see it a lot online and so I would be able to notice it
and laugh and they would be like, you understand that? (laugh) …. You learn the flow ...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
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...and Yano (2004) defined u-learning by comparing four
learning environments (desktop-assisted learning, m-learning, pervasive learning, and u-learning) and
classified pervasive learning and m-learnin...
by Hee-Jung Jung
in Volume 18 Number 3, October 2014
- Language learning in the wild: A young user perspective
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...arning experience detrimental to their values
and consequently refrain from investing in language learning. On the other hand, if the learning experience
supports the learner’s sense of identity and...
by Signe Hannibal Jensen
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Using eye-tracking as a tool to develop lexical knowledge
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...and glosses, and the interaction between interactivity
and fixation count/duration. As in the previous analyses, participant and item served as random effects. In
addition, we also added a random sl...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
- Agency to autonomy in mediated data-driven learning: A longitudinal study
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...and hands-on corpus analysis to customized and self-
directed tasks. Sessions incorporated both formal instruction and interviews, and Phases 3 and 4 included
individualized routes for the two focal ...
by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
- Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
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...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
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...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
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