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Showing 401 - 410 results of 444 for Social Networking

Negotiation of meaning and corrective feedback in Japanese/English eTandem
...social relationship between participants may be important factors mediating the type and amount of corrective feedback provided. In Lee’s (2006) study NS Spanish teachers were paired with NNS Spanis...

by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Engagement and Attitude in Telecollaboration: Topic and cultural background effects
...social norms” (White, 2015, n.p.) and Appreciation, to “the evaluation of objects and products (rather than human behaviour) by reference to aesthetic principles and other systems of social value” (...

by Ana Oskoz, Ana Gimeno-Sanz
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...social, and distributed views of human cognition” (Johnson, 2006, p. 236) means changing practices for teachers and teacher educators: The challenge for L2 teacher education will be to position teac...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Emerging technologies
...social networking sites. Needed too are studies analyzing longer-term retention, more than the 1-2 weeks typically considered in vocabulary research projects as “long-term” recall. Finally, the effi...

by Robert Godwin-Jones
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Guest editor commentary
...social justice in the form of a more equitable dispersion of technology-related skills, knowledge, and attitude—major cultural capital in the 21st century—can emerge (Oxford & Jung, 2007, p. 41). T...

by Nike Arnold, Lara Ducate
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Considerations in developing or using second/foreign language proficiency computer-adaptive tests
...social, and ethical consequences regarding the interpretation and use of the scores. Test developers and users must ask and answer questions such as the following: • How does the developer, in this ca...

by Patricia A. Dunkel
in Volume 02 Number 2, January 1999

The technological imperative in teaching and learning less commonly taught languages
...social media used, as well as links to individual portfolios, learner diaries, or other personalized learning information (current vocabulary learning list, for example). I am envisioning something ak...

by Robert Godwin-Jones
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Review of Internet Audio Communication for Second Language Learning: A Comparative Review of Six Programs
...Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60-81. Retrieved August 20, 2002, from http://llt.msu.edu/vol6num1/BELZ/ Gary A. Cziko and Sujung P...

by Gary A. Cziko, Sujung Park
in Volume 07 Number 1, January 2003

Corpora in language learning and teaching
...social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press. Widdowson, H. G. (2000). On the limitations of linguistics applied. Applied Linguistics, 21(1), 3–25. About the Authors N...

by Nina Vyatkina, Alex Boulton
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

The effects of virtual exchanges on oral skills and motivation
...social interaction (Jauregi et al., 2012) with another person in the target language and conduct a collaborative task. Although these exchanges might lead to more anxiety (Lee, 2004; Satar & Ozdener,...

by Laia Canals
in Volume 24 Number 3, October 2020