- 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 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
- 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
- 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, Sepetember 2006
- 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
- Contextualized vocabulary learning
-
...matical as well, in that particular word
combinations or schema may be memorable (Crossley et al., 2016). If in written form, illustrations in the
text may play a role (Stanley, 2015; Webb & Chang, ...
by R. Godwin-Jones
in Volume 22 Number 3, October 2018
- Computer mediated communication: A window on L2 Spanish interlanguage
-
...mation. When working in pairs to solve real communication tasks, students
typically encounter linguistic problems, be they lexical, grammatical, phonological, semantic, or
pragmatic in nature. At th...
by Robert Blake
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
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