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Showing 21 - 30 results of 76 for Sykes

Building the porous classroom: An expanded model for blended language learning
...Sykes, J., & González-Lloret, M. (2020). Exploring the interface of interlanguage (L2) pragmatics and digital spaces. CALICO Journal, 37(1), i–xv. Thorne, S. L., Black, R. W., & Sykes, J. M. (2009)....

by Robert Godwin-Jones
in Volume 24 Number 3, October 2020

Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
...Sykes J. M. (2013). Complex L2 Pragmatic Feedback Via Place-based Mobile Games. In N. Taguchi & J. M. Sykes (Eds.). Technology in Interlanguage Pragmatics Research and Teaching (pp. 155–184). Amster...

by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Presence and agency in real and virtual spaces: The promise of extended reality for language learning
...Sykes et al., 2008). Player interactions have a major role as well in the motivation to engage in massively multiplayer online games such as World of Warcraft (Sykes et al., 2008). None of these pla...

by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Digital-gaming trajectories and second language development
...Sykes & Reinhardt, 2013). Various studies examined either vernacular massive multiplayer online role-playing games (MMORPG) or their educational-variety, synthetic immersive environments (Sykes, Ozk...

by Kyle W. Scholz, Mathias Schulze
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Review of Serious play: Literacy, learning, and digital games
...Sykes & Reinhardt, 2012) provides practical guidance to teachers. Specifically, teachers keen on using Minecraft in the classroom will find the content of Serious Play terrifically relevant. As the a...

by Jeff Kuhn
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Exploring multimedia, mobile learning, and place-based learning in linguacultural education
...Sykes, 2011). With the help of mobile technology, those who do not have a chance to physically explore culturally significant sites in the target culture can still learn about Chinese architecture ...

by Yiting Han
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Review of Technology-Mediated TBLT: Researching Technology and Tasks
...Sykes returns to her well-known synthetic immersive environment (SIE) called Croquelandia, created specifically for the learning of L2 pragmatics in Spanish. The study is based on in- game data and i...

by Pia Sundqvist
in Volume 19 Number 2, June 2015

Language learning through game-mediated activities: Analysis of learners’ multimodal participation
...Sykes & Reinhardt, 2013). This means that L2 learning happens not only at the ideational level of meaning making when players negotiate or construct meaning with games, but also at the interpersonal...

by Yuchan Gao
in Volume 28 Number 1, 2024

Telecollaboration as an approach to developing intercultural communication competence
...Sykes, 2018). Pragmatics represents the intersection of language and culture. In that sense, focusing on pragmatic aspects of language use brings telecollaborative projects into the realm of intercu...

by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Oral computer-mediated interaction between l2 learners: it’s about time!
...Sykes, 2005) have investigated synchronous OCMC in the classroom as a means to develop L2 proficiency. These researchers investigating OCMC, however, have taken very different perspectives and have ...

by Iñigo Yanguas
in Volume 14 Number 3, October 2010