- Preservice english teachers acquiring literacy practices through technology tools
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...cross different subjects. The students represented a wide range of socio-economic backgrounds and
ability levels, with many students testing at a relatively low reading level. The teachers each worked...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- University level second language readers’ online reading and comprehension strategies
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...cross-references among different websites.
We then used Coiro and Dobler’s (2007, p.229) framework of readers’online cognitive strategies as our
analytical tool. Based on their study on L1 online r...
by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014
- Twitter-based EFL pronunciation instruction
-
...cross English accents, morphophonological regularities in
the L2, or L1/L2 contrasts.
Finally, regarding learning settings and resources, research could investigate the influence of the
environment...
by José Antonio Mompean, Jonás Fouz-González
in Volume 20 Number 1, February 2016
- Memes and identity in language teacher education
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...cross academic,
professional, and personal contexts. Our findings reveal key differences between cohorts: the PC
emphasizes language learning experiences, personal affinities, and a vocation for tea...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
- Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
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...cross learner
proficiency levels, cross-cultural implementations, and the long-term impact of AI-supported instruction
could further refine best practices and support evidence-based implementation i...
by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...cross the world, teachers have used electronic exchanges, e-mail,
bulletin boards (ACMC) and real-time chats (synchronous CMC), in a variety of disciplines such as
communication (e.g., Pena-Shaff & ...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Partnering with AI: Intelligent writing assistance and instructed language learning
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...Crossley
(2018) asserts. The idea that students simply copy and paste from Google Translate to complete
assignments—and thereby fail to engage with the target language—is overly simplistic, as resea...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges
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...cross-cultural perspective (pp.
39–52). Amsterdam: John Benjamins.
Long, M. H. (1996). The role of the linguistic environment on second language acquisition. In W. Ritchie
& T. Bhatia (Eds.), Hand...
by Margarita Vinagre, Beatriz Muñoz
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
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...cross turns-at-talk as linguistic items
are reused and repurposed” (Hellermann & Thorne, 2022, p. 16). Such activities build group cohesion,
while providing opportunities to vary contextual uses of ...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
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...cross physical, intellectual, emotional, and social domains is taken into
account.
11. Social influences on learning. Learning is influenced by social interactions, interpersonal
relations, and commun...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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