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Showing 341 - 350 results of 447 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

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

Becoming little scientists: Technologically-enhanced project-based language learning
...social networking has grown, there is still concern that there is not enough research and practice on how to systematically and effectively integrate technology into language teaching (Egbert, Paulu...

by Melinda Dooly, Randall Sadler
in Volume 20 Number 1, February 2016

The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
...social media on the emotional and psychological aspects of language learning and highlighted the positive effects of social media on WTC. Although these reviews insightfully deepen our understandin...

by Huan Huang, Michael Li
in Volume 28 Number 1, 2024

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

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

Teaching languages online: Professional vision in the making
...social media, also contribute to changing core concepts about teaching and learning (Lee & Tsai, 2010; Meskill, in press). As the popularity of online instruction grows, understanding practitioners’...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020

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

Experiential learning of telecollaborative competences in pre-service teacher education
...social development (Vygotsky, 1980), has led to an acknowledgement that “teaching is socially constructed out of the experiences and classrooms of teachers as students and as teachers” (Golombek, 20...

by Maike Korinna Grau, Anna Turula
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Contextualized vocabulary learning
...social media, or virtual worlds represent further channels for L2 vocabulary expansion. While vocabulary development is mostly peripheral to entertainment or socialization, there are 2 Language Lea...

by R. Godwin-Jones
in Volume 22 Number 3, October 2018