- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
-
...livery, linked to a single theme, directed at the same
interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then
used the criteria indicated in Table 2...
by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Twitter-based EFL pronunciation instruction
-
...lic
Pay attention to the word CAtholic (católico). Spaniards tend to say caTHOlic, but the stress
is on the first syllable! http://www.goear.com/listen/8000b73/catholic-bbc
7. Item: Archives
...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
-
...limited English exposure outside the
classroom and linguistic differences between Arabic and English (Afzal, 2019; Altalhab, 2019). English
instruction remains largely teacher-centered, emphasizing ...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- Culture, culture learning and new technologies: Towards a pedagogical framework
-
...lia and Language Australia.
Liddicoat, A. J., & Crozet, C. (Eds.) (2000). Teaching languages, teaching cultures. Melbourne: Applied
Linguistics Association of Australia and Language Australia.
Lind...
by Mike Levy
in Volume 11 Number 2, June 2007
- Promoting dialogue or hegemonic practice? Power issues in telecollaboration
-
...lish language, multilingualism, and the politics of location.
International Journal of Bilingual Education and Bilingualism, 12(3), 277–290.
Liang, A., & McQueen, R. J. (1999). Computer assisted adu...
by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Negotiation of meaning via virtual exchange in immersive virtual reality environments
-
...literature” in his explanations to Elena on what English-major students do. In Line 7, although the
verbal production was not perceived, Elena employed paralinguistic resources like head movement, he...
by Hsin-I Chen, Ana Sevilla-Pavón
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Optimal Psycholinguistic Environments for Distance Foreign Language Learning
-
...lity to use language. The traditional language teaching alternative, simplified texts, are
unnatural and unrealistic in their tendency to be self-contained, with little or none of the usual
implicitne...
by Catherine J Doughty, Michael H. Long
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Negotiation of meaning and codeswitching in online tandems
-
...licate letters or punctuation
marks to imitate pitch (Maynor, 1994; Werry, 1996). Some facilities allow people to use underlining,
italics, and bold print to emphasise important information. Online wr...
by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Artifacts and cultures-of-use in intercultural communication
-
...like "you have AOL IM?!" and he's like "this is Oliver" and I was like "holy mackerel!" you
know, and I put "bonjour!" and like 5 lines of exclamation points. I was like "how are [laughing]
you!" you ...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Giving a virtual voice to the silent language of culture: The Cultura project
-
...lisme d'un point de vue "
institutionnel " (capitalisme, libéralisme, indépendance, liberté ), tandis que les
Américains se situent dans une logique plus " personnelle ." L'individualisme
n'est dès lo...
by Gilberte Furstenberg, Sabine Levet, Kathryn English, Katherine Maillet
in Volume 05 Number 1, January 2001
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.