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Showing 411 - 420 results of 420 for Ma

Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
...many and began teaching first semester German classes right away. From the U2 course, 18 students participated in this study, 5 males and 13 females. Three of them were undergraduate students, who ...

by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006

Promoting dialogue or hegemonic practice? Power issues in telecollaboration
...majority of the students majoring in English are female and this led to limited take-up even if there was significant interest on the part of students. Although the mission of HU makes specific refe...

by Francesca Helm, Sarah Guth, Mohammed Farrah
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Does digital multimodal composing help improve EFL students' metacognitive knowledge?
...mage synergies (i.e., texts and images help express each other) ● Brainstorming writing topics with images ● Selecting and screening images ● Adapting images for specific purposes (e.g., match t...

by Wei Xu, Xiao Tan, Chaoran Wang, Dan Fu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Language Development and Scaffolding in a Sino-American Telecollaborative Project
...mailed the relevant information including name, gender, grade level, and email address to each American participant and his or her respective Chinese language partner. As soon as the contact informa...

by Li Jin
in Volume 17 Number 2, June 2013

Asynchronous group review of EFL writing: Interactions and text revisions
...mation within the ZPD (Lundstrom & Baker, 2009), peer review engages learners in scaffolding each other in the form of making confirmation checks and hints, eliciting and responding to elicitation, ...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017

Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
...Mandarin only 1 non-Mandarin only 1 Mandarin and non-Mandarin 2 / 22 (9%) 2 non-Mandarin only 2/9 (22%) 2 Mandarin and non- Mandarin Multilingual experience At least** 6 (21%) with non-...

by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
...materials.’ The Modern Language Journal, 105(S1), 86–105. https://doi.org/10.1111/modl.12685 Ferrando, F. (2013). Posthumanism, transhumanism, antihumanism, metahumanism, and new materialisms: Dif...

by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Negotiation of meaning and codeswitching in online tandems
...Maren /Joanne]: Ich muss mein Lauscher finden-- moment mal Joanne [to Maren]: Danke! Du sprichst gut Englisch! Maren [to Jack]: Thank you! - Wohin sollen wirgehen? Joanne [to Maren]: Sehr gut! Maren ...

by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
...mal than in formal education (Sung et al., 2016). While other investigations have shown the efficiency of MALL tools in informal instructional contexts, it can also be affirmed that EPSSML may be an...

by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024

Distributed agency in second language learning and teaching through generative AI
...Mag. https://fltmag.com/customizable-chatgpt-ai-chatbots-for-conversation- practice/ McConachy, T. (2019). L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic aw...

by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning