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Showing 31 - 40 results of 63 for Blended/Hybrid Learning and Teaching

Autonomous Language Learning
...and social-affective readiness for language learning. The widely used Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) are available onl...

by Robert Godwin-Jones
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Teaching languages online: Professional vision in the making
...and 26% for over 10 years, while 19% have been teaching online 6 to 10 years, and 14% 1 to 2 years and 7% (12 participants) - less than a year. Figure 1. Years of teaching languages and teaching l...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020

Enhancing multimodal literacy using augmented reality
...Learning & Technology learning environment in which students can interact with virtual objects in a physical world and, at the same time, enhance their perceptions and understanding of targeted le...

by Hui-Chin Yeh, Sheng-Shiang Tseng
in Volume 24 Number 1, February 2020

“I Am What I Am”: Multilingual identity and digital translanguaging
...Learning, teaching, and assessment. Cambridge, UK: Cambridge University Press. Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?...

by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
...and and handle the tools involved, Carolin Fuchs, Mirjam Hauck, and Andreas Müller-Hartmann Promoting Learner Autonomy Language Learning & Technology 89 and that b) allow learners to develop aut...

by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012

Adolescent English learners’ language development in technology-enhanced classrooms
...and expand their understanding of concepts); Instructional Dialogue (capturing the distribution and use of questions and dialogue to build student understanding of content and language); and Instruct...

by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020

Autonomous learning through task-based instruction in fully online language courses
...learning. Computer Assisted Language Learning, 20(5), 471–492. Rubio, F., & Thomas, J. J. (Eds.). (2012). Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular i...

by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

E-mail and word processing in the ESL classroom: How the medium affects the message
...and the organization of written texts into sentences and paragraphs, and the possible differences among different genres [i alics added] and different authors in the numbers and kinds of ties they typ...

by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001

The effects of captioning videos used for foreign language listening activities
...and foreign language learning: A tutorial on the role of attention and awareness. In R. Schmidt (Ed.), Attention and awareness in foreign language teaching and learning (Technical Report No. 9) (pp....

by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010

Mode, meaning, and synaesthesia in multimedia L2 writing
...And it was like in red and stuff. And it’s like bold and like capital. So it kind of like I don’t know. Mark: Good keep going there. Alright, what does all that mean? Red and bold and capital? All...

by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy