- Digital Gaming and Language Learning: Autonomy and Community
-
...herited most of her games
from her older brother and cousins, who all played Japanese games. In the beginning Her brother and
cousins helped her with the Japanese instructions and some of the in-gam...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Microblogging Activities: Language Play and Tool Transformation
-
...heir own
life experiences to fill the content of the tweet. I then encouraged the students to check their Twitter
accounts daily to read the feedback I would be providing them through the direct mes...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Power within blended language learning programs in Japan
-
...herefore, the power in
the design of the institutional environment was not related to the cultural background of the individual
teachers but rather emergent from the organizational culture of the in...
by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Review of Computer-assisted Foreign Language Teaching and Learning: Technological Advances
-
...he split-attention effect:
they cannot both listen to the lecture and take notes at the same time. She suggested that the Echo
Smartpen or similar such tools could possibly help alleviate the split...
by Robert Blake
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Corpus literacy development: Three teachers' stories
-
...hem to check new vocabulary words in COCA. This reflects the theme of Training matters.
In her post-training interview, Aubrey was asked whether collecting her learners’ needs helped her learn
to ...
by Cathryn Bennett
in Volume 29 Number 1, 2025
- Focus on form in task-based L2 oral computer-mediated communication
-
...hes his mother as she pours the jam she has just made into
a jar. He then sees how she places it out of his reach on top of a door casing. In the next picture, the boy
asks her if she is leaving the...
by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018
- L2 identity, discourse, and social networking in Russian
-
...he kind of help he might need from
her, he answers with a perfunctory remark (Turn 6) that he does speak some Russian, but then focuses on
the rest of the message where he talks about traveling.
Episo...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Review of Informal digital learning of English: Research to practice
-
...he teacher. In the final stage, the students are encouraged to independently plan
and complete IDLE tasks. The teacher does not organise or evaluate these tasks, unlike those assigned in
the second ...
by Lucas Kohnke
in Volume 26 Number 1, 2022
- From the Special Issue Editors
-
...he school computer lab where students were
paired, but without being told who their partner was or where s/he was sitting in the
classroom. Each pair used the discussion function of Blackboard, a We...
by Michele Knobel, Colin Lankshear
in Volume 09 Number 1, January 2005
- Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach
-
...he iPads and the Penultimate app. Liliana
preferred the post-essay, as she felt finishing the pre-essay was a heavy task. However, when using the
iPad and the Penultimate app, Liliana thought the po...
by Yan Chen, Chris Liska Carger, Thomas J. Smith
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
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