- Digital Gaming and Language Learning: Autonomy and Community
-
...code-
switching), they are more likely to take explicit and specific action to control their learning. Adopting a
sociocultural perspective, Ushioda (2007) suggests that the keys to developing autono...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Designing talk in social networks: What Facebook teaches about conversation
-
...codes and with the various spatial and temporal resonances of these codes” (p. 664), is central to
language use and learning today. A central concern in this article similarly involves the kinds of l...
by Chantelle Warner, Hsin-I Chen
in Volume 21 Number 2, June 2017
- Hey Siri: Should #language, 😕, and follow me be taught?: A historical review of evolving communication conventions across digital media environments and uncomfortable questions for language teachers
-
...CodeSwitch hashtags! #MoltoImportante
#wow. Proceedings of the First Workshop on Computational Approaches to Code Switching, Doha,
51–61. http://dx.doi.org/10.3115/v1/W14-3906
Kantrowitz, A. (2020,...
by Heather Lotherington, Noah Bradley
in Volume 28 Number 1, 2024
- Review of Foreign Language Learning with Digital Technology
-
...code-switching by participants is key to guarantee good participation and the
success of experiments like Tic-Talk.
The focus of Chapter 6, by Cal Durrant, is a historical overview of the developmen...
by Elodie Vialleton
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Positioning identity in computer-mediated discourse among ESOL learners
-
...code-switching and borrowing (Ardila, 2005).
In Line 1, Maria presented her question to the group. Next, Bui took up Maria’s proposal, but he did not
directly respond to it by translating buitres; i...
by Carlton J. Fong, Shengjie Lin, Randi A. Engle
in Volume 20 Number 3, October 2016
- Review of Identity, multilingualism and CALL: Responding to new global realities
-
...code-switching practices.
Moreover, there was a blending of the teachers’ personal and professional identities, with both teachers
identifying themselves as mothers. The author argues for future lon...
by Yue Chen
in Volume 27 Number 1, 2023
- The affordances of process-tracing technologies for supporting L2 writing instruction
-
...code running in the user’s web browser. In our pilot, ET was performed by a GazePoint GP3, a
consumer-grade device available for about $700 USD, mounted under the computer screen. The editor
interfa...
by Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 23 Number 2, June 2019
- Authenticity and authorship in the computer-mediated acquisition of L2 literacy
-
...coded in language, since language users are not the authors of
their own meanings: they use the words of others, their utterances and texts are populated with
other voices, and they cannot guarantee...
by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Integrating intercultural competence into language learning through technology
-
...code-switching (mixing languages) is common, as Kramsch and Whiteside demonstrate (2008).
The culturally inauthentic examples of language in textbooks are not designed to misrepresent the target
cul...
by Robert Godwin-Jones
in Volume 17 Number 2, June 2013
- L2 blogging: Who thrives and who does not?
-
...code. Clearly, there was a code clash between
the knower-code pedagogical intentions of the project and the students’ overall knowledge-code learning
dispositions. To investigate the effects of the ...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.