- An ecological perspective on the use of memes for language learning
-
...her best friend back in her hometown was a Chinese
heritage speaker. She believed that learning Chinese could help her with her travels in Chinese-speaking
countries. She was active in the online ch...
by Yiting Han, Blaine E Smith
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Review of Discourse and Digital Practices: Doing Discourse Analysis in the Digital Age
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...he sites offer a variety of tools
for creating, displaying, and negotiating identities and that the discourse of the sites position users as
either the owners of the monsters or as the monsters them...
by Brooke Ricker Schreiber
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Linguistic perspectives on the development of intercultural competence in telecollaboration
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...hedging (Lakoff, 1972). His formulation is broader than either of these
other approaches, however, because he is primarily concerned with emphasizing the role of the audience
(i.e., the hearer, the re...
by Julie A. Belz
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Artifacts and cultures-of-use in intercultural communication
-
...he classroom. Additionally, they wrote their messages in class and then passed them to their
instructor who then e-mailed them from the only Internet connected computer available. By contrast, the
Ame...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Announcements: News from sponsoring organizations
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...he field
of language learning and teaching (see bio statements below), and though they will be sorely missed, we
wish them the best as they embark on the next exciting, leisurely chapters of their l...
in Volume 16 Number 1, February 2012
- Learners’ engagement on a social networking platform: An ecological analysis
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...hether learners are able to create learning opportunities with the
resources depends on whether they perceive the affordances of the resources. Only when the “affordances”
of learning resources are ...
by Boning Lyu, Chun Lai
in Volume 26 Number 1, 2022
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
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...he first
pass of the data. The other researcher then read through and coded all student comments based on the
categories established by the first researcher. Upon comparing the results of each codin...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
- Exploring AWE-supported writing process: An activity theory perspective
-
...hese “false alarms.” For example, Jane remarked she tried her best to clear
up all the mistakes but had to give up when the software gave “incorrect” feedback. She gave an example
Zhenzhen Chen, Wei...
by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- "What's in a gloss?": A commentary on Lara L. Lomicka's "To gloss or not to gloss": An investigation of reading compreension online. Language Learning & Technology, Vol. 1, No. 2
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...he
reading: the inner voice of the reader, the voice of the author, and the voice of the teacher manifested in
the gloss" (p. 5). Moreover, they maintained that "the purpose of glossing is to produce ...
by Warren B. Roby
in Volume 02 Number 2, January 1999
- Review of Patterns and Meanings: Using Corpora for English Language Research and Teaching
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...he case studies at the University of Bologna. The English component of the corpus was derived
from The Independent, The Telegraph and The Times, with what the author calls the "sister" subcorpus
acces...
by Jozsef Horvath
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
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