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Showing 21 - 30 results of 420 for Ma

Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
...Mancilla, & Laura Mahalingappa INTRODUCTION The evolution of internet and computer-mediated communication (CMC) has transformed the face of learning, making web-based environments a common choice i...

by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013

Interactive ESL multimedia on the internet: A look at Shockwave Plaer and Vivoactive 2.0
...may influence curriculum selection and/or development. Shockwave's Player (1.08Mb) can be downloaded from Macromedia and is easily installed to your browser using the run command. Macromedia initially...

by Chris La Belle
in Volume 01 Number 2, January 1998

Review of Instruction Giving in Online Language Lessons: A Multimodal (Inter)action Analysis
...mailto:tamara.roose@csusb.edu mailto:pnong@palomar.edu https://www.csusb.edu/ mailto:seabornlegal@outlook.com https://www.csusb.edu/ https://www.csusb.edu/profile/tamara.roose https://www.csusb.edu/ ...

by Phuong Anh Nong, Stuart Seaborn, Tamara Mae Roose
in Volume 29 Number 1, 2025

Review of Learner autonomy and Web 2.0
...make use of the LRC as part of their required English sessions. This case study asked the participants 19 questions, with the first 14 providing various background information. The remaining five qu...

by Randall Sadler
in Volume 22 Number 1, February 2018

Call in the year 2000: Still in search of research paradigms?
...matic. The trigger that causes the learner to notice the problem in the original output may or may not appear in the text. If the learner's attention is drawn to the problematic form by another part...

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

An activity theory perspective on student-reported contradictions in international telecollaboration
...mal is much better then informal. If it is informal - than it is chat. Shura: But our speech should be informal, because we are young people. Zina: How could you write informally, say, about social ...

by Olga K. Basharina
in Volume 11 Number 2, June 2007

Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
...ma? (Hm, why is it not very good?) 3. NNS: el sistema o la sistema? (the system [masculine] o the system [feminine]?) 4. NS: El sistema como el problema, el tema, etc. (the system [masculine] like the...

by Lina Lee
in Volume 08 Number 1, January 2004

ESL students' computer-mediated communication practices: Context configuration
...mal and informal interviews with participants, e-mail exchanges between the teacher and the ESL participants, and survey information that included the participants’ personal profiles. Even though th...

by Dong-Shin Shin
in Volume 10 Number 3, September 2006

Review of Teaching English Language Learners through Technology
...mal capacity can serve in many cases. For instance, Chapter 3.2 introduces what the authors call E-creation tools and self- made computer-based resources, such as podcasts, Power Point, moviemakers, ...

by Jesús Garcia Laborda, Mary Frances Litzler
in Volume 15 Number 2, June 2011

Child-to-child interaction and corrective feedback in a computer mediated L2 class
...matical accuracy. In addition, these Spanish immersion students have not had any formal instruction of Spanish grammar and, therefore, many lack a solid syntactic base to correct linguistic form. ...

by Frank Morris
in Volume 09 Number 1, January 2005