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Showing 271 - 280 results of 382 for Learner Identity

Irish in a 3D world: Engaging primary school children
...learner autonomy and identity within the world. Upon closer examination, it is clear that several other themes may actually be seen as different forms of goal orientation—making, buying, shooting, f...

by Gene Dalton, Ann Devitt
in Volume 20 Number 1, February 2016

Learner Autonomy in a Task-Based 3D World and Production
...learners produce if learners do not read a large number of messages. Nonetheless, the characteristics of the input learners receive as a result of their choices also influences learner production. ...

by Karina Collentine
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Review of Language and the Internet
...identity outweigh issues of information" (p. 220). However, we need not fear total domination by English as the primary medium of digital communication. Especially through wireless networks that bypas...

by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Using mobile phones for vocabulary activities: Examining the effect of platform
...learners. Thornton and Houser sent short mini-lessons for learning vocabulary via e-mail to learners’ mobile phones three times a day, using new words in multiple contexts to allow learners to infer...

by Glenn Stockwell
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Giving a virtual voice to the silent language of culture: The Cultura project
...learners of French as a foreign language at MIT and learners of English as a foreign language at INT. What follows is background information concerning the learner population involved in the Cultura p...

by Gilberte Furstenberg, Sabine Levet, Kathryn English, Katherine Maillet
in Volume 05 Number 1, January 2001

Microblogging Activities: Language Play and Tool Transformation
...learners opportunities to compare their current interlanguage systems with new forms, ludic language play increases noticeability due to the affective charge of the language, helps learners develop ...

by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Topic management in L2 task-based written interactions
...learners tended to recycle similar formats to create new sequences. In addition, low-proficiency learners never showed orientation to topic transition in an observable way; mid-proficiency learners ...

by Makoto Abe
in Volume 27 Number 1, 2023

Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
...learner-centered activities (Bhattacharjee, 2015) by organizing activities that assist learners in developing new insights and to connect them with their previous learning. Involving learners in the...

by Yu-Ju Lan
in Volume 24 Number 1, February 2020

Virtual world-supported contextualized multimodal EFL learning at a library
...learners, thereby improving young learners’ literacy skills and reading development. In addition, advanced technologies also play an important role in supporting EFL learners. Among the various form...

by Siao-Cing Guo, Yu-Ju Lan
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
...learner motivation and learner identity (Warschauer, 1996c; 1997). Another promising research area concerns the use of learner strategies. In particular, metacognitive strategies such as planning a...

by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology