- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...contextually to align with the context of the interaction
in the task opening. The exchange took place in a group of three. Learners discussed the correct order of
six random pictures to make a comp...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Review of Business Connections - Lab Workstation Version
-
...contextualized, are also quite brief. In a
representative example from Unit 6, "Describing Products," one of the grammar points addressed in this
context is comparatives and superlatives. Victoria...
by Brooke Cashman
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Review of Teaching Literature and Language Online
-
...contexts in which it takes place, teachers should make themselves part of professional communities of
practice and, through exploration and judicious selection of practices and tools, develop their o...
by David Malinowski
in Volume 15 Number 2, June 2011
- Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
-
...contexts where such access is unavailable, alternative options may need to be considered. However, even
in such contexts, if we know that handwriting is not likely to be an accurate representation of...
by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
-
...context,
but also should include the instruction of techniques for encouraging students to get started (Holmes,
2003; Kroll, 2001).
Numerous studies have confirmed that writing should be included ...
by Yu-Ju Lan, Yao-Ting Sung, Chia-Chun Cheng, Kuo-En Chang
in Volume 19 Number 2, June 2015
- Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
-
...instructional and
pedagogic needs was conducted among students and faculty in the Spanish department at the University
of Hawai‘i. The responses indicated that there was an evident need for a medium t...
by Marta González-Lloret
in Volume 07 Number 1, January 2003
- Promoting EFL students’ inferential reading skills through computerized dynamic assessment
-
...contexts. Researchers such as Pressley and Afflerback (1995) found that high-skilled readers were able to
use specific and appropriate metacognitive strategies before, during and after reading to hel...
by Adeline Teo
in Volume 16 Number 3, October 2012
- The technological imperative in teaching and learning less commonly taught languages
-
...instructional programs in 15 different languages, including Kurdish,
Nepali, and Ukrainian. Self-instructional language programs (SILPs) are in place as well at the University
of Pittsburgh (12 langua...
by Robert Godwin-Jones
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
-
...Contextual elements (30 mentions, 13%) included two aspects:
aligning the situational context portrayed in the video with the textual framing; and maintaining
consistency in contextual cues across d...
by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025
- Language learners' perceptions of having two interactional contexts in eTandem
-
...contexts but also other participants’ participation.
Thus, participants who positively perceived the two interactional contexts found that both contexts were
useful. Together, the two contexts bette...
by Se Jeong Yang
in Volume 22 Number 1, February 2018
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