- Negotiation of meaning and corrective feedback in Japanese/English eTandem
-
...learners, NNS graduate students provided corrective
feedback on 48% of learner errors while NS graduate students provided feedback on 29% of learner errors.
It is likely that perceived role of learn...
by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- 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
-
...learners, although popular apps have sought out post hoc educational
affiliations. There are taxonomies to guide language teachers in the selection and evaluation of commercial
language apps (e.g., ...
by Heather Lotherington, Noah Bradley
in Volume 28 Number 1, 2024
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...learners’ L1 has a role to play in the effectiveness of
CMC in SLA.
Learners’ L2
Some languages are easier to learn than others, and learners might employ different learning strategies
when lear...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...learner awareness
and use of targeted routine formulas. The use of examples drawn from corpora provides learners with
language use not typically found in textbooks. One learner commented on a learni...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Exploring how collaborative dialogues facilitate synchronous collaborative writing
-
...learners of Spanish.
ReCALL, 13(2), 232–244.
Lee, L. (2002). Enhancing learners’ communication skills through synchronous electronic interaction and
task-based instruction. Foreign Language Annuals...
by Hui-Chin Yeh
in Volume 18 Number 1, February 2014
- New technologies, new literacies: Focus discipline research and ESL learning communities
-
...learner to gain explicit information. . .when it can most usefully
organize and guide practice" (p. 86). The goal of overt instruction is to enable the learner to gain
"conscious awareness of and co...
by Loretta Kasper
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Applications of Text Analysis Tools for Spoken Response Grading
-
...learners. Communicative competence refers to the
ability of language learners to organize language appropriately using grammatical and textual skills as
well as develop pragmatic competence at the i...
by Scott Crossley, Danielle McNamara
in Volume 17 Number 2, June 2013
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...learner can create meaningful, coherent representations of knowledge.
3. Construction of knowledge. The successful learner can link new information with existing
knowledge in meaningful ways.
4. Strat...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
-
...learner interact with each other to influence how
the learner is socially positioned in any specific language learning context. Through the case study
presented in this article, I examine how the lang...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Social dimensions of telecollaborative foreign language study
-
...learners as well as that of the learning and teaching processes in which they are situated. SLA
and FLT researchers have subsequently begun to investigate language learners as agents in sociocultural...
by Julie A Belz
in Volume 06 Number 1, January 2002
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