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Showing 381 - 390 results of 444 for Social Networking

LCTLs and technology: The promise of open education
...social media such as YouTube, Facebook, and Twitter). In other words, LCTL educators finally have the means to circumvent the current academic publishing system altogether by creating their own knowle...

by Carl Blyth
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Integrating the United Nations’ Sustainable Development Goals: Developing content for virtual exchanges
...Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60–81. http://dx.doi.org/10125/25143 Belz, J. A. (2003). Linguistic perspectives on the developme...

by Chesla Ann Lenkaitis
in Volume 26 Number 1, 2022

University level second language readers’ online reading and comprehension strategies
...social networking. She reported having advanced skill in using tools for searching the Web and resources in general. In L2 reading online while surfing the Web, she used a monolingual online diction...

by Jaehan Park, Jaeseok Yang, Yi Chin Hsieh
in Volume 18 Number 3, October 2014

Students’ perceptions and experiences of mobile learning
...social networking services, and mobile learning. Email: dseo1@sycamores.indstate.edu REFERENCES Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new En...

by Daesang Kim, Daniel Rueckert, Dong-Joong Kim, Daeryong Seo
in Volume 17 Number 3, October 2013 Special Issue on MALL

Using wiki-mediated collaboration to foster L2 writing performance
...social-constructivist paradigm of language learning. In this paradigm, learning begins as a social process that involves a community whose members share and build L2 knowledge together to accomplish...

by Hsiu-Chen Hsu, Yun-Fang Lo
in Volume 22 Number 3, October 2018

Second language learners’ post-editing strategies for machine translation errors
...Social Sciences (SPSS). For RQ 1, a paired t-test was conducted for sentence adequacy scores between the source text (L1) and the MT output (L2) to make a relative assessment of how well the MT outp...

by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023

Language learners' perceptions of having two interactional contexts in eTandem
...social interaction with other learners in eTandem learning. By exploring how language learners evaluate the two contexts, the study aspires to give guidelines on how to effectively provide a better ...

by Se Jeong Yang
in Volume 22 Number 1, February 2018

Review of Brave New Digital Classroom: Technology and Foreign Language Learning
...social aspects of the SLA process (Doughty, 1998; Gass, 1997), and the practical approach of focus on form (Doughty & Williams, 1998; Long & Robinson, 1998). This concise review of SLA theories and ...

by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009

Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
...socially mediated process shaped by cultural and symbolic tools. SCT posits that language development emerges through interaction with more capable peers or tools within meaningful social contexts (L...

by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025

Meeting the Needs of Distance Learners
...socialization purposes. Keegan's formulation is a useful one (and one which appears to have been generally accepted by researchers, although one criticised by Garrison, 1990, as being too narrow), and...

by Nicholas Sampson
in Volume 07 Number 3, September 2003 Special Issue Distance Learning