- Effects on learning logographic character formation in computer-assisted handwriting instruction
-
...Lambda (Wilks’٨) is commonly used. For between
subjects, Wilks’ Lambda is .378. Thus, the proportion of the variance in the outcomes that is not
explained by an effect is .378. For within subjects, ...
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...Lam & Kramsch, 2003, p. 144, italics in original). That is, a number of learner- and context-based
factors work together in concert to give rise to affordances in the learning environment (van Lier, ...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
- Designing talk in social networks: What Facebook teaches about conversation
-
...Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander,
2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces
quickly push back up...
by Chantelle Warner, Hsin-I Chen
in Volume 21 Number 2, June 2017
- L2 identity, discourse, and social networking in Russian
-
...lamation marks may be used to establish a
friendly relationship between keypals. For example, Aaron, a second-year Russian student, noticed how
differently his Russian keypal used exclamation marks an...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Literacies and technologies revisited
-
...lament over a friend’s inability to read War and Peace, Shirky wrote, “It’s not just
Carr’s friend, and it’s not just because of the Web—no one reads War and Peace. It’s too long and not so
interest...
by Robert Godwin-Jones
in Volume 14 Number 3, October 2010
- Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class
-
...Lam, 2000; McKay & Wong, 1996; Parks, 2000a),
the development of language skills (whether L1 or L2) is bound up with issues of identity and voice.
Rather than merely reproducing authoritative discours...
by Susan Parks, Diane Huot, Josiane Hamers, France H.-Lemmonier
in Volume 07 Number 1, January 2003
- From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
-
...Lam, 2000; Liu, Theodore, & Lavelle, 2004). In sum, how teachers learn to use
technology plays a critical role in the process of integrating CALL activities.
Impact of CALL Teacher Education
The m...
by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
-
...Lambda .868 3.966 2.000 52.000 .025*
*p < .05
Wilks' lambda = .868 indicates that there is a statistically significant difference for the multivariate test.
The values of F (2,52) = 3.966 and p = ...
by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002
- An activity theory perspective on student-reported contradictions in international telecollaboration
-
...Lam, 2000) in the context of situation (Kramsch, 1993). It has been argued that
the chances of misunderstanding in online environments increase due to the nature of an online medium
which relies on ...
by Olga K. Basharina
in Volume 11 Number 2, June 2007
- Memes and identity in language teacher education
-
...Lam (2000) was among the first to show how digital literacy practices help individuals negotiate identity
and social positioning. From a postdigital perspective, which acknowledges the ongoing blend ...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.