- Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
-
...social media
contexts: video-sharing services with different characteristics to YouTube, such as Vimeo and Vine,
image sharing services such as Flickr and Instagram, and social networking services s...
by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- You've got some GALL: Google-Assisted Language Learning
-
...Social search engines (e.g., Swicki) take a
‘wisdom of crowds’ approach, learning from the search strategies of their community. Social
bookmarking sites (e.g., del.icio.us) similarly utilize user-g...
by George Chinnery
in Volume 12 Number 1, February 2008
- Topic management in L2 task-based written interactions
-
...social interaction and intersubjectivity among participants, since otherwise topics do
not have clear boundaries (Stokoe, 2000). This is true in all social situations, including language learning
se...
by Makoto Abe
in Volume 27 Number 1, 2023
- Augmented reality and language learning: From annotated vocabulary to place-based mobile games
-
...social interactions
which may accompany gameplay for Pokémon GO or other online games can provide a fertile space for
language use and learning. As the game has expanded geographically, it has been ...
by Robert Godwin-Jones
in Volume 20 Number 3, October 2016
- Of elastic clouds and treebanks: New opprtunities for content-based and data-driven language learning
-
...social networking tools such as tag clouds and ratings.
A related project, MURLLO, has begun to develop a user-friendly LO editor. One of the features that
would be helpful to see included in both L...
by Robert Godwin-Jones
in Volume 12 Number 1, February 2008
- Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
-
...social network
services, music, original versions of movies, mass media) that are used as CAPT tools in phonetic
training.
Mainstream experimental research underscores the effectiveness of CAPT t...
by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024
- Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom
-
...social tools include global positioning (GPS), internet access, video, animation,
augmented reality, gaming, vocabulary and dictionary apps, videoconferencing apps, social media, and
audio-visual re...
by Helen Lee, Regine Hampel
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Review of Open education and second language learning and teaching: The rise of a new ecology
-
...social agents) involved at each level of the system, including students and educators,
institutions, communities, the administration, and wider networks of language educators.
It is well-known that ...
by Inés Vañó García
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Review of In this together: Teachers’ experiences with transnational, telecollaborative language learning projects
-
...social networks and how the project idea arose during an
introductory synchronous meeting between the two classes. During the project implementation, a number
of unanticipated obstacles related to T...
by Angelos Konstantinidis
in Volume 22 Number 3, October 2018
- Blogging to learn: Becoming EFL academic writers through collaborative dialogues
-
...Social constructivist theory believes that the development of knowledge requires active engagement and
social interaction on the part of the learners (Jenkins, 2000). The social process serves as a m...
by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012
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