- Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration
-
...cross-institutional partners. Moreover, fostering engagement in a
Hong Kong–Germany telecollaboration for student teachers of English serves to heighten participants’
awareness of fundamentally diff...
by Carolin Fuchs
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Building the porous classroom: An expanded model for blended language learning
-
...cross-cultural understanding as preparation for
students engaging in study abroad (Batardière et al., 2019). A recent program from that EU flagship project,
“Newcomers and Nationalism: Exploring th...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
-
...cross distance (Hilliker, 2022; Sadler & Dooly, 2016). Dooly and Hauck (2012)
stressed the need for research on multimodal communicative competence in telecollaboration due to the
multimodal nature ...
by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025
- The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
-
...cross the interstitial
spaces that connect classroom activities and lived experiences in ‘public networks’ (boyd, 2014) and in
the ‘digital wilds’ (Sauro & Zourou, 2019; Thorne, 2003). This rapid ex...
by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Teaching German modal particles: A corpus-based approach
-
...cross registers have been dealt with to some degree through the selection of corpora for
the analysis, while distribution across dialects or across time periods was not examined.
Occurrences of Modal ...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...cross phrases, clauses,
larger units of text, and even turns-at-talk. Syntactically, they occur as both anaphoric and cataphoric
proforms that index noun phrases as well as larger units of language....
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- Power within blended language learning programs in Japan
-
...cross
broad institutional programs (Kern & Warschauer, 2000; Levy & Stockwell, 2006). As universities gain
pace in the adoption of blended language learning (Latchem & Jung, 2010; Neumeier, 2005), t...
by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
-
...cross
the writing assignments, both experiment groups, which received grammar review and feedback, did not
perform better than the control group, which had no treatment at all in terms of developing...
by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Blog posts and traditional assignments by first- and second-language writers
-
...Crossley & McNamara, 2012) as well as L1 writing (e.g., Graesser et al., 2014;
McNamara, Crossley, & McCarthy, 2010). The Coh-Metrix tool generates indices corresponding to the first
three levels of...
by Irina Elgort
in Volume 21 Number 2, June 2017
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...cross the groups.
Procedure
This study was conducted over a 7-week period because this was the only time available in the school
Yau Wai Lam, Khe Foon Hew, and Kin Fung Chiu 103
timetable. Altho...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.