- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...learners avoid subtitles that are too slow (for more proficient
learners), but also too fast (above 20 cps), as they may lead to more shallow processing and potentially less
learning. Ideally, teach...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication
-
...learners’ agency of identity formation, with relatively little attention to
how learners’ identities are contested in intercultural interaction. Participants’ agency, albeit important,
does not full...
by Zhiwei Wu
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
-
...identity by specifying two
major areas of competency of language teacher identity: foundational competences (i.e., language-related
identity, context-related identity, self-related identity, and stu...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- Twenty-five years of emerging technologies
-
...learners by providing them opportunities for a balanced and
egalitarian communication and where learners could explore their language-speaker identity. Finally, in
line with the upsurge of identity ...
by Jonathon Reinhardt, Anna Oskoz
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- The development of e-mail literacy: From writing to peers to writing to authority figures
-
...LEARNERS' E-MAIL PRACTICE – A PRAGMATIC PERSPECTIVE
Studies on L2 learners’ e-mail practice have mostly focused on how e-mail exchange, either between L2
learners and native speakers or between L2 lea...
by Chi-Fen Emily Chen
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Promoting dialogue or hegemonic practice? Power issues in telecollaboration
-
...identity as learners of
English. Video-conferencing allows the students to see those elements which define much of their identity
(e.g., actions, voice, gesture, dress) and convey differences, featu...
by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Review of Moodle 2.0
-
...Identity Investment
Tools to support involvement and identity are available in several blocks on Moodle. Cummins et al.
(2007) state that it is critical to carry out “identity texts insofar as stude...
by Tsun-Ju Lin
in Volume 15 Number 2, June 2011
- The role of tasks in promoting intercultural learning in electronic learning networks
-
...learner's personal identity
versus his or her social identity and cultural identity within the process of language learning" (p. 3).
Integrating the various facets of teaching language in context, K...
by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Language teachers’ professional role identities and classroom technology integration
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...Identity
Various facets of teacher identity have been discussed in existing literature, such as task perception,
commitment, emotional aspect of identity, sociocultural identities (for example, ethn...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- Telecollaboration as an approach to developing intercultural communication competence
-
...learners—pragmatic failure can be problematic: “If the L2 learner/user inadvertently violates
some sociolinguistic or sociopragmatic rule in the L2, interlocutors might have more difficulty in hiding...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
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