- Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
-
...Moore, & Nussbaum, 2009). Recent research with multilingual
language learners working towards monolingual task accomplishment shows that they tend to shift
between different types (or stages) of L1 ...
by Melinda Dooly
in Volume 15 Number 2, June 2011
- Virtual Exchange in the new educational landscape: Challenges for foreign language teachers
-
...Moore, 2022), as
well as partnerships involving classes located in conflict zones (O’Dowd, in press; Hellerstein et al.,
2023). The goals of these projects go beyond the presentation and comparison ...
by Robert O'Dowd
in Volume 29 Number 1, 2025
- Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment
-
...Moore, Nawrocki, & Simutis, 1979; Reed, 1985; Rieber & Hannafin,
1988). Visuals, such as pictures/static images or video, have gained popularity in foreign/second language
teaching for purposes of t...
by Huifen Lin, Tsuiping Chen
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- LITERALIA: Towards developing intercultural maturity online
-
...Moore, Graham &
Shinwoong, 2003), and in recent years the benefits of CMC for intercultural learning have become
increasingly obvious. Additional examples are the European Tandem project (e.g., Bram...
by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- The effects of concordance-based electronic glosses on L2 vocabulary learning
-
Language Learning & Technology
ISSN 1094-3501
June 2017, Volume 21, Issue 2
pp. 32–51
ARTICLE
Copyright © 2017 Hansol Lee, Mark Warschauer, & Jang Ho Lee
The effects of concordance-base...
by Hansol Lee, Mark Warschauer, Jang Ho Lee
in Volume 21 Number 2, June 2017
- ESL teacher training in 3D virtual worlds
-
...Moore, & Hobbs, 2004) and with “realistic immersion” in the
worlds resembling real-life locations that “usually reflect a theme, specific location, or country”
(Peterson, 2011, p. 68). Third, they c...
by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Building the porous classroom: An expanded model for blended language learning
-
...Moore, 1993) is an inherent danger in online learning
due to the psychological and communication gaps created, making it more difficult for students and teachers
to develop personal relationships. E...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Moore, and Mellish (2007), we categorized feedback on error
into strategies in which the learner is given the correct answer (recasts and explicit corrections) versus
strategies in which the learner...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
-
...Moore (1989), the analysis identified three implicit orientations of the situational factors: interaction
between learner-content, learner-interlocutor, and learner-teacher (see Figure 3). Although s...
by Huan Huang, Michael Li
in Volume 28 Number 1, 2024
- Second language learners’ post-editing strategies for machine translation errors
-
...Moore & McCabe, 2003). The bilingual and native-
speaker raters were able to reach an agreement for more than 95% of the sentences. Any disagreement was
resolved through discussion. Between the two b...
by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023
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