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Showing 341 - 350 results of 457 for Social Networking

Partnering with AI: Intelligent writing assistance and instructed language learning
...social practice; we write for specific purposes and for a particular readership. In using AWE there is the risk of conveying the impression to students that writing is an academic exercise, not a li...

by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Review of Technology in Interlanguage Pragmatics Research and Teaching
...social networking, mobile learning, and digital game playing offer venues for teaching L2 pragmatics. The editors argue that technology is not just a tool that can help researchers collect and analy...

by Feng Xiao
in Volume 18 Number 1, February 2014

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

Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
...social processes (social presence) and anxiety in VE, with results showing that the scores for initial anxiety are inversely proportional to several scores for social presence. Nissen and colleagues...

by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026

Student-initiated attention to form in wiki-based collaborative writing
...socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. Language Learning & Technology 85 Greg Kessler Wiki-Based Collaborative Writin...

by Greg Kessler
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

The Effects of Text-Based SCMC on SLA: A Meta Analysis
...socialization, among others. Sauro suggests that “SCMC is a productive context for examining L2 processes and outcomes in a manner that incorporates and builds upon research in face-to-face contexts...

by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013

Blog posts and traditional assignments by first- and second-language writers
...social networking and therefore shouldn't be such a stretch for it to become so for the various language learning resources. Additionally, as [author] notes, a tool ought to be matched appropriate...

by Irina Elgort
in Volume 21 Number 2, June 2017

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

Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
...socially just issues into the projects and courses. Figure 1 Themes of Complexities and Practical Considerations Illustrated Through Iceberg Model 6 Language Learning & Technology ...

by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024

Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
...social = social S-factor; TE-self = self S-factor; G-TB = global task-boredom; TB-task = task characteristics S-factor; TB-self = self S-factor; TB-social = social S-factor. ***p < .001. As detail...

by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL