- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
-
...Hafner (2021) expanded
previous study by comparing digital and paper flashcards among 85 undergraduates. They used a broader
range of assessments for receptive and productive vocabulary knowledge. T...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
- L1 for social presence in videoconferencing: A social semiotic account
-
...Hafner, Li & Miller, 2015: 441). A few studies that have explored L1
use in CMC interactions of language learners reported that instances wherein learners switch to L1 are
scarce (e.g. Adinolfi & As...
by Müge Satar
in Volume 24 Number 1, February 2020
- Announcements and news from our sponsors
-
...Hafner
James Hall
Marie-Josée Hamel
Regine Hampel
Signe Hannibal Jensen
Debra Hardison
Jack Hardy
Mirjam Hauck
Emily Hellmich
Francesca Helm
Jon-Chao Hong
Liwei Hsu
Hsin-chou Josephine
Hu...
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
-
...Hafner et al., 2015). Harman et al. (2022) describe an after-
school program in which learners create multimedia projects resulting in learners’ positive identity
affirmation and in activated civic e...
by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy
-
...Hafner, 2012, p. 13)—but also their
critical digital literacy (CDL), an awareness of “how meanings are represented in ways that maintain and
reproduce relations of power” online (Darvin, 2017, p. 5)...
by Müge Satar, Mirjam Hauck, Zeynep Bilki
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Announcements and news from our sponsors
-
...Hafner, Debra Hardison, Dmetri Hayes, Alan Hirvela, Jocelyn
Howard, Sarah Huffman, Daniel Isbell, Catherine Jeanneau, Claire Kennedy, Richard Kern, Greg Kessler,
Kurt Kohn, Claudia Kost, Dennis Koya...
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- 20 years of autonomy and technology: How far have we come and where to next?
-
...Hafner and Miller (2011) showed the value of drawing on students’ literacy practices
developed in informal learning contexts. Collentine’s (2011) use of user-tracking technologies extended
the tools...
by Hayo Reinders, Cynthia White
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...Hafner, Chik,
& Jones, 2015; Jeon-Ellis, Debski, & Wigglesworth, 2005) and that “languages are best learned by a
combination of talking, hearing, reading, and writing” (Magnan, 2007, p. 153). Even t...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Changing technologies, changing literacy communities?
-
...Hafner & Lyon, 1996, for a history of the Internet).
Just as the early syllabary of the Phoenicians was a means of increasing commerce and making it more
efficient, the Internet was initially seen a...
by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Autonomous learning through task-based instruction in fully online language courses
-
...Hafner & Miller,
2011).
Online Task-based Learning Instruction
Digital technologies and multimodal communication make it possible for L2 teachers to create optimal
TBI, which is interactive, cont...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
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