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Showing 41 - 50 results of 422 for Ma

Review of Network-Based Language Teaching: Concepts and Practice
...mation technology in order to teach language" and "how to teach language so that learners can make effective use of information technology" (p. 172). Shetzer and Warschauer examine first the three mai...

by Marisol Fernández-García
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Review of Un Misterio en Toluca
...mail: reply@heinle.com Program information: Dual platform CD-ROM. Student CD contains introduction, vocabulary list, limited grammatical information, guidelines Instructor's CD contains web mate...

by Jennifer Leeman
in Volume 03 Number 1, July 1999

Tele-collaborative projects: Monsters.com?
...mage that may be easily sent through e-mail. Word- processing provides somewhat similar facility of exchange. Though proprietary formats are different, most programs are able to read the formats gener...

by Jean W. LeLoup, Robert Ponterio
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

The practices and challenges of telecollaboration in higher education in Europe
...male, and three quarters were female. Most respondents were foreign language educators, and the majority taught English, followed by French, German, Spanish, Italian, and Chinese. Many respondents t...

by Francesca Helm
in Volume 19 Number 2, June 2015

A psycholinguistic approach to technology and language learning
...MA in TESOL from National Taiwan Normal University. Her research interests include the CALL–SLA interface, SLA (e.g., interaction approach, TBLT, instructed pragmatics), research methodology, resear...

by Tzu-Hua Chen, Luke Plonsky
in Volume 21 Number 2, June 2017

Triadic scaffolds: Tools for teaching english language learners with computers
...man, 1997). Second language and literacy learning contexts that promote and sustain the social construction and negotiation of meaning-making are widely considered as optimal (e.g., August & Hakuta...

by Carla Meskill
in Volume 09 Number 1, January 2005

Adolescent English learners’ language development in technology-enhanced classrooms
...mally distributed and the results between Maximum Likelihood estimation and Bayesian estimation are not likely to produce numerically different outcomes. However, with the relatively small sample si...

by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020

Caught in the web: Overcoming and reproducing hegemony in Azerbaijan
...may or may not be the cause of increased educational inequities, even in very well-connected contexts, the use made of technology may limit the learning opportunities. Egbert (2010) defines an “opti...

by Cara Preuss, Carolyn Morway
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

The role of offline metalanguage talk in asynchronous computer-mediated communication
...makes them observable, since "in a joint problem-solving activity, what normally remains hidden in individually internalized thought may manifest itself in dialogue" (Swain & Lapkin, 1998, p. 321). ...

by Keiko Kitade
in Volume 12 Number 1, February 2008

LCTLs and technology: The promise of open education
...mall enrollments, small faculties, and small textbook markets compared to the major European languages. Their small enrollment numbers make LCTLs particularly vulnerable during the current economic cr...

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