- Internet Use of Polish by Polish Melburnians: Implications for Maintenance and Teaching
-
...Ushioda, 2000) are also well described. Writing chain stories using e-mail is
another example of a simple and effective technique that can be used with younger children by both
parents and teachers,...
by Michael Fitzgerald, Robert Debski
in Volume 10 Number 1, January 2006
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
-
...Ushioda, 2010; Milroy & Gordon, 2003; Lantolf
& Thorne, 2006) may interact differently in anonymous versus nonanonymous forums, thereby generating
L2 production of different qualities. Thus, in exam...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- Integrating technology into study abroad
-
...Ushioda (2006) calls for language teachers to “develop [their] students’ critical awareness
of the very barriers, constraints and ideologies in the surrounding social context that limit their autonom...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- Chasing the butterfly effect: Informal language learning online as a complex system
-
...Ushioda, 2011, p.
200). Lee (2017) provides many concrete examples from a variety of online environments, services and
tools.
Online communities bring to the fore this rich assortment of languages a...
by Robert Godwin-Jones
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
-
...Ushioda, 1996) and its
potential on language acquisition. If games encourage learners to engage more, this may help them in
their learning. One important reason for these findings may well be the an...
by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Negotiation of meaning and codeswitching in online tandems
-
...Ushioda, Appel, Moran, O'Rourke, & Schwienhorst, 1999). However, little work
has yet been done to explore the potential benefits to tandem learners engaged in real-time interactions
with their partner...
by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Emotional CALL: Reframing technology-mediated language learning
-
...Ushioda (Eds.), Motivation,
language identity and the L2 self (pp. 9-42). Multilingual Matters.
Elahi Shirvan, M., & Taherian, T. (2026). Task-specific emotions and EFL learners’ technology
accep...
by Mariusz Kruk, Mirosław Pawlak
in Volume 30 Number 2, Special Issue: Emotional CALL
- Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
-
...Ushioda (Ed.), International perspectives on motivation: Language learning and professional
challenges (pp. 156–175). Palgrave Macmillan. https://doi.org/10.1057/9781137000873_9
Sudina, E., & Plon...
by Hyun-Bin Hwang
in Volume 30 Number 1, 2026
- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...Ushioda, E. (2000). Tandem language learning via e-mail: From motivation to autonomy.
ReCALL, 12(2), 121–128. https://doi.org/10.1017/S0958344000000124
128 Language Learning & Technology
4 Lam, ...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Peer feedback on language form in telecollaboration
-
...Ushioda, E., Appel, C., Moran, J., O'Rourke, B., & Schwienhorst, K. (1999). Evaluating
tandem language learning by e-mail: Report on a bilateral project. Dublin, Trinity College: CLCS
Occasional Pap...
by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
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