- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
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...liberately limit our inclusion criteria and applied solid exclusion criteria to our
Carmenne Kalyaniwala and Maud Ciekanski 111
second search. The criteria applied to all the four journals have be...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
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...limitations. First, as this study only analyzed 10
pairs of participants, the nature of qualitative research limits the generalizability of the research findings.
Second, the project only lasted for...
by Li Jin
in Volume 17 Number 2, June 2013
- Patterns of peer interaction in multimodal L2 digital social reading
-
...literacies movement, the development of L2 literacy and pragmatic awareness are intimately
linked. Moving away from the traditional definition of literacy as the ability to decode and encode texts, a...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
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...likely to tap into explicit knowledge (Ellis, 2005),
which can be easily verbalized and brought into conscious awareness. Explicit knowledge is contrasted
with implicit knowledge, which cannot be ea...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
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...lity levels. Any differences in the response to treatment based on ability level should suggest
a differentiated application of the authoring method in classroom conditions. A qualitative study in wh...
by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
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...licit versus implicit + explicit instruction?
2. What do learners claim they notice from implicit versus implicit + explicit instruction?
Methodology
Participants
Students enrolled in the advanced...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Mode, meaning, and synaesthesia in multimedia L2 writing
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...lish?
Ally: It’s more direct, I guess. If you know how to read English, it’s just like Chinese.
Mark: Okay.
Ally: And it was like in red and stuff. And it’s like bold and like capital. So it kind o...
by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Learner interpretations of shared space in multilateral English blogging
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...lingual settings: Towards a theory of
symbolic competence. Applied Linguistics, 29(4), 645–671.
Lam, W. S. E. (2009a). Literacy and learning across transnational online spaces. E-learning and Digita...
by Yu-Feng (Diana) Yang
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
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