- “I Am What I Am”: Multilingual identity and digital translanguaging
-
...identity of L2
learner placed on them in the classroom and into the identity of L2 user—one that much more closely
resonates with their understandings of themselves. When school contexts demand that...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Learners’ engagement on a social networking platform: An ecological analysis
-
...learners.
However, previous studies have primarily examined learners’ experiences on the platform per se, without
giving attention to the various relationships learners develop beyond the platform t...
by Boning Lyu, Chun Lai
in Volume 26 Number 1, 2022
- Motivation Matters in Mobile Language Learning: A Brief Commentary
-
...learners are free to
choose how much they wish to engage with such technologies (if at all), or whether it is better that
learners engage with such technologies as an integral (and possibly credit-b...
by Ema Ushioda
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Big data and language learning: Opportunities and challenges
-
...learner data from multiple devices and services
is the use of an “open learner model”, which establishes a personal profile of the learner in terms of language
proficiency, specific skills, learning...
by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Review of Learning Language and Culture via Public Internet Discussion Forum
-
...learners are
gradually exposed to an unfamiliar genre to foreign language discussion forums: with the teachers’ help,
learners can step further in and become confident and even culturally fluent in ...
by Barbara Hanna, Juliana de Nooy
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- A conversation with Lara Lomicka and Liudmila Klimanova
-
...identity. Uh, and so my, my obvious next question maybe for, for Lara or for either of you is, how, how does all this tie into L2 identity formation and, you know what can we, what can we expect there...
in Language Learning & Technology Media
- L1 for social presence in videoconferencing: A social semiotic account
-
...learners reported that instances wherein learners switch to L1 are
scarce (e.g. Adinolfi & Astruc, 2017). L1 is predominantly resorted to when learners wish to express highly
personal content, thoug...
by Müge Satar
in Volume 24 Number 1, February 2020
- Technology and the four skills
-
...learner can produce, but the task can be fitted to correspond to their learner’s present abilities. As always,
the learners themselves need to receive training on how to study on their own with these...
by Robert Blake
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Review of CALL Research Perspectives
-
...learner and the computer, this is
indeed an important construct for the study of CALL" (p. 63), since new perspectives toward computer-
learner interaction can lead to greater gains in SLA.
"Metacog...
by Jesús García Laborda
in Volume 11 Number 2, June 2007
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...learner awareness
and use of targeted routine formulas. The use of examples drawn from corpora provides learners with
language use not typically found in textbooks. One learner commented on a learni...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
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