- Why we need more research on technology applications in less-commonly-taught-language (LCTL) programs
-
...Klimanova & Lomicka, 2023),
and automated writing evaluation (AWE) within high-stakes and classroom-based language testing and
assessment (Ranalli & Hegelheimer, 2022). The digital technologies, onl...
by Paula Winke, Kadidja Koné
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Challenges in transcribing multimodal data: A case study
-
...Klimanova & Dembovskaya, 2013; Schreiber, 2015).
The work of identity scholars such as Bucholtz and Hall (2005) and Zimmerman (1998), who adopt a
social linguistic approach to the study of identity ...
by Francesca Helm, Melinda Dooly
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...Klimanova & Lomicka, 2023). This is a prospect of special potential for
Indigenous languages, for which the tight connection of community, place, and language is particularly
important (Alberto Mora...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Positioning identity in computer-mediated discourse among ESOL learners
-
...Klimanova &
Dembovskaya, 2013). Comparing interactions during face-to-face and online discussions in language
classrooms, Jarrell and Freiermuth (2005) found that Japanese English as a Foreign Langu...
by Carlton J. Fong, Shengjie Lin, Randi A. Engle
in Volume 20 Number 3, October 2016
- The role of technology in SLA research
-
...Klimanova
and Dembovskaya (2013) investigated the development of identity using social networking tools, and
Pasfield-Neofitou (2011) explored identity construction and what it means to be foreign. ...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...Klimanova & Lomicka,
2023).
Methods
Informed by Norris’ MIA framework (2004; 2011; 2019; 2020), a three-step analysis was developed in
this study to investigate players’ participation during ...
by Yuchan Gao
in Volume 28 Number 1, 2024
- The practices and challenges of telecollaboration in higher education in Europe
-
...Klimanova & Dembovskaya,
2013).
The bilingual models mentioned above are based on the assumption that the “native speaker” is the ideal
interlocutor and can act as a cultural informant and/or langu...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Language learning through social networks: Perceptions and reality
-
...Klimanova and Dembovskaya (2013), and Mills (2011)
supports the notion that SNS use helps learners construct their L2 identity and build a relationship with
the target culture.
Socialization and pr...
by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016
- Learners’ engagement on a social networking platform: An ecological analysis
-
...Klimanova & Dembovskaya, 2013). For example, Jin
(2018) found that her L2 learners of Chinese communicated with native speakers outside the classroom via
WeChat and took advantage of multimodal lite...
by Boning Lyu, Chun Lai
in Volume 26 Number 1, 2022
- Presence and agency in real and virtual spaces: The promise of extended reality for language learning
-
...Klimanova & Lomicka, 2023) which
postulates a closer, more interconnected relationship between the environment and humans. With the
current wide usage of AI, that interconnection extends beyond the ...
by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
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