- Writing/thinking in real time: digital video and corpus query analysis
-
...Salaberry, 1999; Thorne, 2003; Warschauer,
1997, 1998; Warschauer & Kern, 2000), the study takes into account the role of a particular artifact (i.e.,
an online corpus) as an integral part of the fo...
by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
-
...Salaberry, 2000; Vandergriff, 2006; Warschauer, 1996). These
studies generally show that SCMC engages learners in collaborative knowledge construction (Beauvois,
1997; Berge & Collins, 1995; Meunier...
by Karina Collentine
in Volume 13 Number 2, June 2009
- A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
-
...Salaberry, 2000; Skehan, 1998). There is not sufficient space here to provide an in-depth analysis, but it is
important to note that the ways in which language-learning tasks are defined have changed ...
by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004
- Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
-
...Salaberry, 2000); (c) there is greater equity in participation among students in a chatroom
(Chun, 1994; Freiermuth, 1998, 2001; Kern, 1995; Warschauer, 1996); and (d) students exhibit improved
atti...
by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Told like it is! An evaluation of an integrated oral development pilot project
-
...Salaberry (1996) has called for a careful combination of qualitative and quantitative
analysis that addresses these various design problems and that is founded on a sound basis of pedagogical
theory...
by David Barr, Jonathan Leakey, Alexandre Ranchoux
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...Salaberry (2000) pointed out, an apparent
drawback of technology can sometimes be used as a pedagogical advantage. The fact that ACMC does
not provide participants with immediate feedback from their...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Social dimensions of telecollaborative foreign language study
-
...Salaberry, 1999, p. 104). Telecollaboration, defined here as the application of global communication
networks in foreign language education (e.g., Kinginger, Gourves-Hayward, & Simpson, 1999;
Warsch...
by Julie A Belz
in Volume 06 Number 1, January 2002
- Optimal Psycholinguistic Environments for Distance Foreign Language Learning
-
...Salaberry, 2000). The following example, from Blake (2000), illustrates a typical
negotiation sequence that took place via a remote collaboration tool. (Note that this is learner language
presented ve...
by Catherine J Doughty, Michael H. Long
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Measuring oral proficiency in distance, face-to-face, and blended classrooms
-
...Salaberry (Eds.), The art of teaching Spanish: Second language acquisition from research
to praxis (pp. 127-147). Georgetown: Georgetown University Press.
Blake, R., & Zyzik, E. (2003). Who's Helpin...
by Robert Blake, Nicole L. Wilson, Maria Cetto, Cristina Pardo Ballester
in Volume 12 Number 3, October 2008
- Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
-
...Salaberry, 2000). More specifically, text-
based SCMC may be said to afford more online planning time, which is argued to contribute to L2
performance by freeing up attentional resources (Yuan & Elli...
by Bryan Smith
in Volume 16 Number 3, October 2012
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