- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...learner-centered, constructivist, and sociocultural
components of collaborative educational learning tools. In C. Bonk & K. King (Eds.), Electronic
collaborators: Learner-centered Technologies for L...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Corpus literacy development: Three teachers' stories
-
...learner-centred materials based on their students’ needs. In matching learners’ needs to corpus
tools, teachers can also begin the corpus literacy skill of understanding how to build activities using...
by Cathryn Bennett
in Volume 29 Number 1, 2025
- The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility
-
...learners learn prosodic patterns if the computer tasks focus learners’ attention on
how prosody works within a piece of discourse. As ESL learners become more aware of how these
prosodic features fu...
by Mark Tanner, Melissa Landon
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
- Playing the videotext: A media literacy perspective on video-mediated l2 listening
-
...learners with lesser skills, abilities, or
prior knowledge" (Wetzel, Radtke & Stern, 1994, p. 62). So how do literacy specialists conceptualize
learner negotiations of meaning and the construction of ...
by Paul Gruba
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- The effects of electronic mail on Spanish L2 discourse
-
...learners' language performance and development, and
(c) the observation of learners' behavior after manipulating the identified features of e-mail L2 language.
Personal feedback from the learners them...
by Manuela González-Bueno
in Volume 01 Number 2, January 1998
- Integrating the United Nations’ Sustainable Development Goals: Developing content for virtual exchanges
-
...learners in different geographical locations and cultural contexts
are partnered with one another via technology (Belz, 2003; Dooly, 2017; O’Dowd, 2018). Learners can be
connected through asynchrono...
by Chesla Ann Lenkaitis
in Volume 26 Number 1, 2022
- Review of Language and the Internet
-
...learners will need to evaluate the
appropriateness of language used on e-mail and chat groups. "The bending and breaking of rules," which
form the heart of ludic behavior, present "a problem to those ...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- The impact of video and written feedback on student preferences of English speaking practice
-
...learners’ perceptions of mobile-assisted feedback on oral
production. TESOL Quarterly, 51(2), 408–417.
Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners: It’s about time! La...
by Sheng-Shiang Tseng, Hui-Chin Yeh
in Volume 23 Number 2, June 2019
- L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
-
...learners’ proficiency levels. We need to investigate whether higher level learners learn words
better with L2 glosses than lower level learners and, conversely, whether lower level learners pick up
...
by Makoto Yoshii
in Volume 10 Number 3, Sepetember 2006
- Integrating corpus consultation in language studies
-
...learners. The focus then narrows to the initial training
of learners in corpus consultation, using as an example a course involving undergraduate students
on several language degree programmes. The ...
by Angela Chambers
in Volume 09 Number 2, May 2005
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.