- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...strong interest in building a friendship with their respective American partners. This might have
prevented them from being critical. As a result, they opted to provide assistance with reading and wr...
by Li Jin
in Volume 17 Number 2, June 2013
- Strategies for effective communication in Dutch as a lingua franca telecollaboration
-
...strong position of this language in Central Europe (there is
a formalized Comenius network of Dutch Studies at universities in Poland, Hungary, Czechia, and
Slovakia) supported by the activity of th...
by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Negotiations for meaning in the context of a massively multiplayer online role-playing game
-
...strongly
held that commercial off-the-shelf (COTS) MMORPGs provide ample opportunities for L2 gamers to
interact with both the game and other gamers in the target language, and thereby develop criti...
by Nasser Jabbari, Zohreh R. Eslami
in Volume 27 Number 1, 2023
- The types and effects of peer native speakers’ feedback on CMC
-
...strong version of the noticing hypothesis, where noticing is a prerequisite for intake.
Although the area remains largely under-researched in the field of online communication (Loewen &
Erlam, 2006;...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Explaining dynamic interactions in wiki-based collaborative writing
-
...strong intrest with the
business strategies of Coca-Cola in
China. (adding, self)
Scaffolding
Occurrences
Intersubjectivity
Example
Dong: I recommend we choose the topic of
immigration in the ...
by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017
- Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
-
...strong problem-solution essays is not an easy
task, especially for younger ESL students, and may take longer than one semester to master.
Prior scholars have suggested that many ESL learners find pr...
by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022
- Presence and agency in real and virtual spaces: The promise of extended reality for language learning
-
...strong sense of presence, the “transformation
of the contextual surround, taking users to destinations that can be seen, heard, and felt” (Karimi et al.,
2023, p. 27). The learner has the impression...
by Robert Godwin-Jones
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- What does AI bring to second language writing? A systematic review (2014-2024)
-
...strong rise in early 2024, despite only the first six
months being covered. Given the rapid increase in research since 2022, which coincides with the advent
of ChatGPT, the overall analysis of resea...
by Haiying Feng, Kexin Li, Lawrence Jun Zhang
in Volume 29 Number 1, 2025
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
-
...strongly preferred reading digital texts, which the
participants attributed to ease of access, the ability to locate information digitally, and media-rich
environments. The remaining 17% attributed ...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- "Missed" communication in online communication: Tensions in a german-american telecollaboration
-
...strong factor in influencing how they valued the time spent writing to the German
students. Most of the American students felt they had a pedagogical mandate to perform a reply, even
when they felt ...
by Paige Ware
in Volume 09 Number 2, May 2005
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