- Technology-mediated task-based language teaching: A qualitative research synthesis
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...Elola (2014) have demonstrated the effect of using web 2.0 tools
on L2 writing. Higher levels of engagement were also found by Reinders, Lakarnchua & Pegrum (2015).
When learners were asked to creat...
by Sin Wang Chong, Hayo Reinders
in Volume 24 Number 3, October 2020
- Telecollaboration for content and language learning: A Genre-based approach
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...Elola (2016) argue that digital storytelling, with its integrated modalities
of text, speech, and image, has the “potential to become an accessible platform for L2 and multiliteracy
development” (p....
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Critical semiotic awareness in virtual exchange using digital cultural artefacts
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...Elola & Oskoz, 2017). Language learners are
thus designers of meaning, actively choosing semiotic resources to express themselves. For this,
“language learners need not only grammar and vocabulary, ...
by Wala Almijiwl, Müge Satar
in Volume 30 Number 1, 2026
- Exploring L2 learners’ engagement and attitude in an intercultural encounter
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...Elola & Oskoz, 2008; Garrett-Rucks, 2013; Ware, 2005; Ware & Kramsch, 2005). However, there is
an increasing interest in second language (L2) learning to examine not only what learners say, but also ...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 24 Number 1, February 2020
- Integrating technology into study abroad
-
...Elola & Oskoz, 2008). In addition to raising greater
awareness of cross-cultural issues in the at-home group, the questions from those students led the group in
Spain to reflect more on their social...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- Engagement and Attitude in Telecollaboration: Topic and cultural background effects
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...Elola
& Oskoz, 2008; L. Lee, 2018; Schenker, 2012). Methodologically, most of these studies have frequently
been “characterized primarily in alinguistic terms” (Belz, 2003, p. 69), employing mixed-m...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
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...Elola &
Oskoz, 2023). Kang (2022) found that this kind of “adaptive transfer” was beneficial in helping learners
appreciate the distinctive characteristics of particular genres. Akoto and Li (2025) ...
by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Does a 3D immersive experience enhance Mandarin writing by CSL students?
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...Elola, (Eds.), technology across writing contexts and tasks (pp. 297–316).
San Marcos, TX: CALICO.
Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focuse...
by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019
- Effects of DDL technology on genre learning
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...Elola (Eds.), Technology across writing contexts and tasks,
CALICO Monograph Series (Vol. 10, pp. 81–112). San Marcos, TX: CALICO.
126 Language Learning & Technology
Cotos, E. (2014a). Enhancin...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
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...Elola (Eds.), Technology across writing contexts and tasks
(pp. 237–253). San Marcos, TX: CALICO.
Lai, C., Fei, F., & Roots, R. (2008). The Contingency of Recasts and Noticing. CALICO Journal, 26, ...
by Bryan Smith
in Volume 16 Number 3, October 2012
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