- Tele-collaborative projects: Monsters.com?
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...context. Boston, MA: Heinle & Heinle.
Shrum, J. L., & Glisan, E. W. (2000). Teacher's Handbook: Contextualized language instruction. Boston,
MA: Heinle & Heinle, Thomson Learning.
Standards for foreig...
by Jean W. LeLoup, Robert Ponterio
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Audiovisual input in language learning: Teachers’ perspectives
-
...contexts globally.
Literature Review
Affordances of AV Input for L2 Learning
Although the present study focuses on language teachers’ perceived use of AV input, it is important to
contextualize t...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Announcements: News from sponsoring organizations
-
...contexts from a variety of language backgrounds
(English, German, Japanese, Persian, and Spanish) and target languages (English, German, Japanese,
Kiswahili, and Spanish). This collection of papers ...
in Volume 10 Number 3, September 2006
- Blogging to learn: Becoming EFL academic writers through collaborative dialogues
-
...contexts beyond the classroom. In turn, this facilitates the development of individual and critical voices
and prompts individual accountability in learning (Du & Wagner, 2007).
Several studies hav...
by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012
- Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
-
...context
and course (Fulton, 2012). Thus, there exist different types of flipped classrooms, two of which are the
discussion-oriented and role-reversal flipped models. These models are possibly suita...
by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021
- Review of Tripleplay Plus! English
-
...contextualizing the dialogues, even if the speech itself is highly scripted. The program
presents learners with the option of hearing native speaker conversations in "real world"
environments using na...
by Alison Mackey, Jung-Yoon Choi
in Volume 02 Number 1, July 1998
- Review of New technologies and language learning
-
...contexts.
New Technologies and Language Learning is divided into three main parts with nine total chapters. Each
chapter starts with clear aims, outlining the themes and sections to be discussed. Mo...
by Lucas Kohnke
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Teacher role in synchronous oral interaction: Young learner telecollaboration
-
...context, and old habits may reappear, for
instance when teachers return after a teacher education course to their own, more traditional, classroom
contexts (Borg & Al-Busaidi, 2012). Taken together,...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
-
...instructional digital context. The text was divided into smaller paragraph units that were
displayed independently on the computer screen. The paragraphs’ content, length, and syntactic structure
re...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...instructional technology can fulfill instructional goals,
Bonk and Cunningham (1998) point out that "The blending of … technological and pedagogical
advancements has elevated the importance of researc...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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