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Showing 351 - 360 results of 849 for Instructional Design

Personal learning environments
...designed the integration of widgets as a means to extend the concept of “learning design” (LD), as exemplified in the IMS LD specification. The main focus in this sense of LD is on collaborative, ac...

by Robert Godwin-Jones
in Volume 13 Number 2, June 2009

Review of Contemporary Computer-Assisted Language Learning
...design. Mirjam Hauck and Sylvia Warnecke forward that social presences (SPs) have important implications for material and task design. After examining the concept of SPs the researchers suggest the ...

by Ciara Wigham
in Volume 17 Number 2, June 2013

Rethinking transfer: Learning from CALL teacher education as consequential transition
...design offered much insight for her as a language educator. Following the guided-design model, Athena, in her CTE class presentation, designed multiple tasks aiming to guide her students through an...

by Chin-chi Chao
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

The effects of virtual exchanges on oral skills and motivation
...design of the VE, the present study adopts a social constructivism theoretical view of language learning (Thorne, 2003), according to which language learning happens as a result of active collaborat...

by Laia Canals
in Volume 24 Number 3, October 2020

Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance
...instructional design, limited administrative support, and limited information about the other students. More recently, Zhao (2018) looked into the ways teachers use QQ and WeChat as a tool for teac...

by Yan Zheng, Jessie S. Barrot
in Volume 26 Number 1, 2022

Review of Literate Lives in the Information Age: Narratives of Literacy from the United States
...design, graphic design programs, and gaming), which they developed without formal instruction, than the more traditional literacy practices they developed in school. Thus, the authors conclude that ...

by Bethany E. Gray
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

What are the digital wilds?
...designed for educational purposes, such as social networking tools—are sometimes “tamed” to fit to curriculum-based, institutional frameworks and requirements, occasionally leading to paradoxical an...

by Shannon Sauro, Katerina Zourou
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Hey Siri: Should #language, 😕, and follow me be taught?: A historical review of evolving communication conventions across digital media environments and uncomfortable questions for language teachers
...designers. Thus, users uncritically employing commercial language apps and programs are following the black box designs of software developers whose pedagogical provenance and language models are un...

by Heather Lotherington, Noah Bradley
in Volume 28 Number 1, 2024

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...instructional activities that promote L2 speaking ability. The tacit assumption underlying these efforts has been that speaking is improved by practice speaking -- in a variety of situational contex...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
...instructional activities that preceded the telecollaboration. The following research questions guided the inquiry of this study: 1. In what ways, if any, did L2 teachers differ in their instructi...

by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025