- Patterns of peer interaction in multimodal L2 digital social reading
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...h.
Michael: That's what I think of as well.
Michael’s reply expresses alignment with Danielle’s experience. Most replies to assertives in Section 5,
and many in Section 3, are of this type, consist...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
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...Long, M. H., Ignaki, S., & Ortega L, (1998). The role of implicit negative feedback on Japanese and
Spanish. The Modern Language Journal, 82, 357–371.
Long, M. H., & Robinson, P. (1998). Focus on fo...
by Li Jin
in Volume 17 Number 2, June 2013
- Manipulating L2 learners' online dictionary use and its effect on L2 word retention
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...H. (2003). Incidental and intentional learning. In C. Doughty & M.H. Long (Eds.), Handbook
of second language acquisition (pp. 349-381). Malden, MA: Blackwell.
Hulstijn, J. H., Hollander, M., & Grei...
by Elke Peters
in Volume 11 Number 2, June 2007
- Fostering foreign language learning through technology-enhanced intercultural projects
-
...long time. Now, I can reply
faster. (S6)
During the project, I felt that I was making progress in writing. Now, I can write a
longer forum message than before, without just using a lot of emoticons...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- Modality of input and vocabulary acquisition
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...Long, M. (1991). An introduction to second language acquisition research.
London: Longman.
Markham, P. (1993). Captioned television videotapes: Effects of visual support on second language
comprehe...
by Tetyana Syodorenko
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Global reach and local practice: The promise of MOOCs
-
...h. Students there are able to earn up to 2 ECTS credits
(European Credit Transfer and Accumulation System) by participating in a MOOC conducted in English.
Students need to find a MOOC on their own...
by Robert Godwin-Jones
in Volume 18 Number 3, October 2014
- Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
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...h. Applied Language Learning, 16
(2), 39–64.
Martínez-Flor, A. (2012). Examining EFL learners’ long-term instructional effects when mitigating. In M.
Economidou-Kogetsidis & H. Woodfield (Eds.), In...
by Tetyana Sydorenko, Zachary Jones, Phoebe Daurio, Steven Thorne
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners’ perceptions of their merits
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...longer.” Other
reasons printed text proved superior for some included enhanced long-term retention, prolonged sustained
attention, and increased reading speed.
However, digital forms may help EFL ...
by Khalid Al-Seghayer
in Volume 28 Number 1, 2024
- "Missed" communication in online communication: Tensions in a german-american telecollaboration
-
...h.
[Yes, I am French. If you want to know more about me, you can look at my Web site (Paige has
the address.) Here is my assignment for Wednesday.] --Sara, student in the United States
These two e...
by Paige Ware
in Volume 09 Number 2, May 2005
- Giving a virtual voice to the silent language of culture: The Cultura project
-
...long a journey of discovery and reflection. The approach
we have developed therefore unfolds along a series of steps designed to introduce learners to
progressively more complex artifacts in order to ...
by Gilberte Furstenberg, Sabine Levet, Kathryn English, Katherine Maillet
in Volume 05 Number 1, January 2001
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