- L2 identity, discourse, and social networking in Russian
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...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
- Effects on learning logographic character formation in computer-assisted handwriting instruction
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...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
- 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
- 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)
- 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
- EFL students' self-directed learning of conversation skills with AI chatbots
-
...learning needs, formulating learning goals, identifying human and
material resources for learning, choosing and implementing appropriate learning strategies, and
evaluating learning outcomes (p. 18)...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- Effects of captioning on video comprehension and incidental vocabulary learning
-
...and vocabulary learning and tried to discover which factors
affect comprehension and chances for word learning. In a series of studies, Webb (2010, 2011) and Webb
and Rodgers (2009) investigated the...
by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014
- Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
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...and two writing tests (one at the beginning and one at the end of the experiment). We
aimed to explore both learning effects and the developmental trajectory of students’ perceptions and
experiences...
by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025
- Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes
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...learning products (i.e., outcomes of learning as a result of treatment and/or teaching) and language
learning processes (i.e., happening during treatment and/or teaching) and to lay a greater emphasi...
by Bronson Hui, Björn Rudzewitz, Detmar Meurers
in Volume 27 Number 1, 2023
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