- Modality and task complexity effects on second language production in CMC
-
...andle.net/10125/73542
CMC in L2 Learning
The ability to communicate and interact with one another online has created unique opportunities for L2
learning and teaching (Kern et al., 2008). With the ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- “Thanks, shokran, gracias”: Translingual practices in a Facebook group
-
...and
understanding.
L3 Use of Spanish and Arabic
L3 use of Spanish and Arabic in these data refers to the use of Arabic by the Argentine teacher and
students, and the use of Spanish by the Egyptian...
by Derya Kulavuz-Onal, Camilla Vásquez
in Volume 22 Number 1, February 2018
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...and social factors of teaching and
learning LCTLs, such as available teaching and learning resources, technology, learning goals, and
motivations (Sato et al., 2017; Ward, 2018; Winke et al., 2010)....
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Conversations—and negotiated interaction—in text and voice chat rooms
-
...and Selinker (2001), Hall and Verplaetse (2000), and Richards
(1998), and recently for the computer-mediated communication (CMC) environment by Doughty and
Long (2003) as part of their Language Teac...
by Kevin Jepson
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Challenges in transcribing multimodal data: A case study
-
...and language learning: Gender, ethnicity and educational change.
Harlow, UK: Longman.
Norton, B., & Toohey, K. (2002). Identity and language learning. In R. B. Kaplan (Ed.), The Oxford
handbook of ...
by Francesca Helm, Melinda Dooly
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- The types and effects of peer native speakers’ feedback on CMC
-
...and foreign language learning: A tutorial on the role of attention and
awareness in learning. In R.W. Schmidt (Ed.), Attention and awareness in foreign language learning and
teaching (pp. 1–63). Hon...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- You've got some GALL: Google-Assisted Language Learning
-
...and Baltimore County (UMBC). His research and
practical interests include the cross-cultural uses of information and communication technologies; e-
language learning and e-teaching; and the global di...
by George Chinnery
in Volume 12 Number 1, February 2008
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...and
grammar, hence solving some of the lexical and grammatical problems of its earlier iteration (White &
Heidrich, 2013). For example, according to Stapleton and Kin (2019) and Ducar and Schocket (...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Students’ perceptions and experiences of mobile learning
-
...Learning or MLL) continues to challenge educators to develop new teaching and learning methods.
Unfortunately, many teachers and students resist change in teaching and learning with new technology
b...
by Daesang Kim, Daniel Rueckert, Dong-Joong Kim, Daeryong Seo
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...and editing. Those developments are having
a profound effect in education generally and, as we will explore in this column, on language learning and
teaching as well. Tools for automatic writing eva...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.