- 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
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...lame among team members for incorrectly
answered items, and free-riders. For instance, one top-achieving student in the collaborative condition
complained, ‘In my team, only me and another student d...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- 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
- An ecological perspective on the use of memes for language learning
-
...Lam, 2000).
Others documented affordances when learners make use of semiotic-rich tools for language and cultural
learning purposes, including connecting cultural practices and products with spatial...
by Yiting Han, Blaine E Smith
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- 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
- Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication
-
...Lam, 2000), they tend to focus on learners’ agency of identity formation, with relatively little attention to
how learners’ identities are contested in intercultural interaction. Participants’ agency...
by Zhiwei Wu
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
-
...Lam & Dijkstra, 2010), L1 translations in parallel with L2 transcriptions afforded in bilingual subtitled
viewing likely benefit MWE acquisition, at least for meaning acquisition, in a complementary ...
by Wangyin Kenneth Li
in Volume 29 Number 1, 2025
- 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
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.