- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...ANDO")
Variables: CANDO1, CANDO2, CANDO3, CANDO4, CANDO5,
CANDO6, CANDO7, CANDO8, CANDO9
0.8067
Variables: CANDO1, CANDO2, CANDO3, CANDO4, CANDO6,
CANDO7, CANDO8, CANDO9 (Remove CANDO5)
0.8177
2. Self...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
- Adolescent English learners’ language development in technology-enhanced classrooms
-
...and expand their understanding of concepts); Instructional Dialogue (capturing the distribution and use of
questions and dialogue to build student understanding of content and language); and Instruct...
by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020
- Fostering computer-mediated L2 interaction beyond the classroom
-
...Teaching & Researching: Computer-Assisted Language Learning (2nd ed.). Essex:
Pearson Education Limited.
.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21–4...
by Keith Barrs
in Volume 16 Number 1, February 2012
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
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...learning and teaching. Oxford, UK: Oxford University Press.
Good, J., Howland, K., & Thackray, L. (2008). Problem-based learning spanning real and virtual words:
A case study in Second Life. Researc...
by Airong Wang
in Volume 19 Number 2, June 2015
- Effects on learning logographic character formation in computer-assisted handwriting instruction
-
...teaching and learning of character handwriting are provided based on the empirical
results.
Keywords: Computer-Assisted Language Learning, Language Teaching Methodology,
Multimedia, Writing
INTROD...
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012
- L2 identity, discourse, and social networking in Russian
-
...and to his or her assumed affiliation with that culture and its natives
(Norton, 2000).
Language Learning & Technology
70
Liudmila Klimanova and Svetlana Dembovskaya
L2 Identity, Discourse, and S...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Teacher role in synchronous oral interaction: Young learner telecollaboration
-
...and technological factors, and has often focused on the design
of teaching and learning activities, and their impact on teacher and learner perceptions, rather than task
implementation and actual le...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
- The Internet as a Glocal Discourse Environment
-
...and hybrid forms of representation and identity, and new spatial and
temporal relations generated by the technologically enhanced "flows" of bodies, capital, and
discourse that characterize economic a...
by Dimitris Koutsogiannis, Bessie Mitsikopoulou
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Review of Second-Language Discourse in the Digital World: Linguistic and Social Practices in and beyond the Networked Classroom.
-
...and language learning, summarizes L2 users’ primary activities in CMD
spaces: talking about learning (e.g., emotions, processes, and strategies), using the L2, and talking about
the L2 (forms and me...
by Kristen Michelson
in Volume 21 Number 2, June 2017
- Preservice english teachers acquiring literacy practices through technology tools
-
...teaching successes and
collective expertise (Bruce & Davidson, 1996; Bruce & Easley, 2000). Teachers engage in mutual inquiry
through their access to resources on teaching and learning, articles, proj...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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