- Integrating the United Nations’ Sustainable Development Goals: Developing content for virtual exchanges
-
...contexts
are partnered with one another via technology (Belz, 2003; Dooly, 2017; O’Dowd, 2018). Learners can be
connected through asynchronous (non-real-time) and Synchronous (real-time) Computer-Me...
by Chesla Ann Lenkaitis
in Volume 26 Number 1, 2022
- Of elastic clouds and treebanks: New opprtunities for content-based and data-driven language learning
-
...Contextualized Learning Activity Repository).
CLARe is currently being expanded to include social networking tools such as tag clouds and ratings.
A related project, MURLLO, has begun to develop a u...
by Robert Godwin-Jones
in Volume 12 Number 1, February 2008
- LL&T and Quantitative Research: Some Points of Advice
-
...context only (e.g., a mixed-methods study) and thus descriptive statistics are suitable. Whether the authors wish to present Bayesian or frequentist inferential approaches is up to them.
...
in News & Announcements
- Ojibwe language revitalization, multimedia technology, and family language learning
-
...social and cultural context of family life.
While FLP has greatly enhanced our understanding of how families make and implement decisions about
language learning and resulting impacts on child languag...
by Mary Hermes, Kendall A. King
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Enhancing extensive reading with data-driven learning
-
...context, we believe that a repackaged, recontextualized form of soft DDL might be more effective, one
that is data-directed rather than data-driven; one which is directed by the teacher for the learn...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Review of Second Language Teaching and Learning in the Net Generation
-
...social networking sites, offering particularly useful and teacher-
friendly suggestions on how these tools could be used in second language teaching and learning. For
example, language learners can u...
by Ulugbek Nurmukhamedov
in Volume 14 Number 1, February 2010
- Embodied interaction: Learning Chinese characters through body movements
-
...context of learning and instruction, this implies that learners may interact
with computer-mediated learning materials via body movements. Such a learning experience, in this study,
is described as ...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Investigating learner autonomy and vocabulary learning efficiency with MALL
-
...context, but especially in the foreign language one with no natural environmental input or
opportunities for language practice, the task of learning large amounts of vocabulary in short periods of
t...
by Nigel P. Daly
in Volume 26 Number 1, 2022
- Announcements
-
...Social Sciences and Humanities Language Network in Australasia (DASSH) and the Association of
Modern Language Teachers' Associations of Australia (AFMTLA). We intend to establish a network of
compleme...
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Invited commentary: Vocabulary
-
...social “routines,” and formulaic items like sit
down and after you may be ideally learned through the medium of captioned video.
Two aspects of Sydorenko’s study that learners reported having diffi...
by Ron Martinez, Norbert Schmitt
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
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