- Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
-
...Hafner, 2021; Liu, 2025). Amid
the multifaceted challenges of the digital era—spanning technological, social, and emotional
dimensions—digital literacy is increasingly recognized as a vital competen...
by Minlin Zou, Meiqi Li, Xueyun He
in Volume 30 Number 1, 2026
- Autonomous learning through task-based instruction in fully online language courses
-
...Hafner & Miller,
2011).
Online Task-based Learning Instruction
Digital technologies and multimodal communication make it possible for L2 teachers to create optimal
TBI, which is interactive, cont...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Second language writing online: An update
-
...Hafner (2014) found that including a range of modes motivated students. He had students in an
English for science course conduct a simple scientific experiment, which they reported both in a written ...
by Robert Godwin-Jones
in Volume 22 Number 1, February 2018
- Sociotechnical structures, materialist semiotics, and online language learning
-
...Hafner and Ho (2020) constructed a model of assessment that
draws attention to modal interaction and the variety of semiotic resources used by learners for digital
multimodal composition. In an arti...
by Ron Darvin
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Discovering collocations via data-driven learning in L2 writing
-
...Hafner & Candlin,
2007; Yoon, 2016).
Learners’ Lack of Awareness of Pitfalls in Borrowing Patterns
Finally, the results illustrate that the learners lacked awareness of some of the pitfalls of b...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
- Fan translation of games, anime, and fanfiction
-
...Hafner,
Chik, & Jones, 2015, p. 1). We continue this line of research by looking at translation as a fan-made practice
relevant for language learning.
In a meta-study analyzing the state of art of ...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Hafner
and Miller (2011), were highly motivational and enjoyable. Apart from motivation, Jiang and Gao (2020)
identified three dimensions of affective changes during the process of video production,...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Effects of corpus-based instruction on phraseology in learner English
-
...Hafner and Candlin (2007) that includes
300 participants. Several studies that reveal the success of DDL are based on small classes (e.g., Vyatkina,
2016; Yoon, 2008).
Indirect access to corpus dat...
by Katherine Ackerley
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Memes and identity in language teacher education
-
...Hafner (2022). For instance, digital
literacies include engaging, in diverse ways, with digital artifacts like selfies (Zhao & Zappavigna, 2018),
tweets (Lomicka & Lord, 2012), and memes.
A meme i...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
- Twenty-five years of computer-assisted language learning: A topic modeling analysis
-
...Hafner, 2015, p. 486) and the increasing need for the development of multimodal
competency. DMC for multiliteracy development, particularly concerning digital video as a potential
means for multimod...
by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.