- The effects of face-to-face and computer-mediated recasts on L2 development
-
...Satar & Özdener, 2008), and increased motivation (Warschauer, 1996). Previous
research has also demonstrated that SCMC facilitates negotiation of meaning (Blake, 2000), learners' oral
proficiency (P...
by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022
- Anxiety in virtual exchange and its relationship with social presence
-
...atar, 2024). Felce et al. (2024), analysing a
French-German VE, found SP to be interdependent with both individual and collective student
engagement. Nissen (2023) reported that initial anxiety, mea...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
-
...Satar & Ozdener, 2008).
Considering the increased popularity and the many advantages of engaging in online language learning
Nihat Polat, Rae Mancilla, Laura Mahalingappa Anonymity and Motivation i...
by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013
- Effects of interactive chat versus independent writing on L2 learning
-
...Satar & Özdener, 2008).
Research also shows that participation in text-based chat can ameliorate affect for students who are shy or
less confident. In a face-to-face conversation, more confident stu...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Teacher role in synchronous oral interaction: Young learner telecollaboration
-
...Satar & Wigham, 2023). Multimodal density within a particular
HLA will vary depending on each mode’s intensity and complexity allowing different mediated actions to
become foregrounded in social act...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
- A mixed-methods study of feedback modes in EFL writing
-
...Satar, & Strobl,
2017; Elola & Oskoz, 2016; Harper, Green, & Fernandez-Toro, 2015) seem to confirm this. In line with
this need for research, the present study adopts a mixed-methods embedded resear...
by Arif Bakla
in Volume 24 Number 1, February 2020
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...Satar et al., 2023). This perspective has the potential “to reconfigure language as situated
across time and space, at the interface of the material and non-material” (Gurney & Demuro, 2022, p. 14). ...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
-
...Satar, 2020): “Every mode offers its own distinct
route to learning” (Bezemer & Kress, 2016, p. 61).
While this understanding of multimodality is widely applied in studies, it also has its critics....
by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
-
...Satar, M., & Sak, M. (2023). Critical digital literacy in virtual exchange for ELT teacher
education: An interpretivist methodology. ReCALL, 35(1), 58–73.
https://doi.org/10.1017/S095834402200009X
...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Distributed agency in second language learning and teaching through generative AI
-
...Satar et al., 2023).
The variability in learning pathways points to the fact that outcomes, particularly in the case of AI use, can
vary dramatically depending on conditions of use. That of course i...
by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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