- Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
-
...he” and if the subjunctive
mood is required after the “che.” The following parameters have been selected: at most 1 word distance
between the two searched words, searched words only in the order giv...
by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010
- Review of Digital games and language learning: Theory, development and implementation
-
...hereas other teachers are able to control the extent to which
digital games are used in language classrooms. The comparison between these two types of language
teachers shows the difference in their...
by Shanshan He
in Volume 26 Number 1, 2022
- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
-
...he subjects and I
looked up the math and chemistry parts. They gave us the summery of the books. Some
way it good idea and the other way it is plagiarism. The good way for example, the math
part wh...
by Joel Boch
in Volume 11 Number 2, June 2007
- ‘Successful’ participation in intercultural exchange: Tensions in American-Japanese telecollaboration
-
...he teacher-researcher of their institution in
the primary language of the institution, and write essays in the target language reflecting their experiences
during the project. Performance was assess...
by Tomoe Nishio, Masanobu Nakatsugawa
in Volume 24 Number 1, February 2020
- Review of Tell Me More Spanish
-
...he end of the cartoon,
the students are automatically presented with the explanation of the grammatical point highlighted in the
cartoon (e.g., the formation of the plural) in their choice of either E...
by Barbara A. Lafford
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- ESL students' computer-mediated communication practices: Context configuration
-
...heir online social meetings for the
context of the CMC activities, they wanted only the teacher to be able to invite others and control the
entrance to the chat room. The teacher responded to the st...
by Dong-Shin Shin
in Volume 10 Number 3, Sepetember 2006
- Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
-
...he first sentence."
Level 3: The learner notices and corrects the error only with the expert’s help. The expert utilizes a
specific strategy for intervention. The learner understands the help, re...
by Lina Lee
in Volume 12 Number 3, October 2008
- Review of Intercultural Language Activities [with CD-ROM]
-
...he supplied
observation sheets to become more aware of the language and behaviour typical of these contexts. Other
activities require learners to carry out interviews where one member of the class r...
by Robert O'Dowd
in Volume 14 Number 3, October 2010
- Language learners' perceptions of having two interactional contexts in eTandem
-
...he research questions. Once the researcher made a list of themes in the students’ writing data, the
researcher grouped these by category and utilized the list of themes to code the interview data. Th...
by Se Jeong Yang
in Volume 22 Number 1, February 2018
- Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
-
...he effect of the revisions when they were made. The rating scale and the corresponding
definitions and examples are displayed in Appendix C.
Writing and the WCF Process
The teacher provided coded W...
by Jining Han
in Volume 28 Number 1, 2024
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