- Patterns of peer interaction in multimodal L2 digital social reading
-
...longs to the yé-yé rock genre (Shepherd, 2012, p.
536) and features simple vocabulary, notably long lists of food items, but also includes narration in the past
making it somewhat more complex. The ...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Towards an Effective Use of Audio Conferencing in Distance Language Courses
-
...long. Another found some of the things
mentioned by her fellow participants in one of the activities offensive. Here participants got a glimpse of
the tutor's role as "nervous parents" in VLEs like Ly...
by Regine Hampel, Mirjam Hauck
in Volume 08 Number 1, January 2004
- Are they watching? Test-taker viewing behavior during an L2 video listening test
-
...long, with the set of test items for each test task on a separate page) was given
to the test-takers, and then I played the videotape. The narrator on the video instructed the test-takers that
they ...
by Elvis Wagner
in Volume 11, Number 1 February 2007 Special Issue on Technology and Listening Comprehension
- Benefits of visual feedback on segmental production in the L2 classroom
-
...Long-term retention of learning in perception and production. Perception &
Psychophysics, 61(5), 977–985.
Breitkreutz, J., Derwing, T., & Rossiter, M. (2002). Pronunciation teaching practices in Can...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Learning to express gratitude in Mandarin Chinese through web-based instruction
-
...long, cold walk back home.
Table 3. Enhanced Pragmatic Awareness in Reflective Journaling
In addition, learners discussed their opinions of the design and use of the instructional website. All
le...
by Li Yang
in Volume 20 Number 1, February 2016
- Smartphones and language learning
-
...long with digital music players (including Apple’s own iPod) and personal digital assistants (PDAs). The
original iPhone also spawned a new mobile device industry through its big brother, the iPad. C...
by Robert Godwin-Jones
in Volume 21 Number 2, June 2017
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
-
...long with the ways in which they accomplish other self-initiated tasks (related or not to the
task-as-workplan; see Breen, 1987, 1989) through technology resources can further understanding about
wh...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Online informal language learning: Insights from a Korean learning community
-
...long the bottom of the screen. Discourse in #korean is
displayed chronologically in a single stream.
In addition to human-to-human chatting, #korean also features bots, small programs that automatic...
by Daniel R. Isbell
in Volume 22 Number 3, October 2018
- The effects of virtual exchanges on oral skills and motivation
-
...longside technical developments which enable
increasingly complex and multimodal interactions between learners.
O’Dowd (2018) examines the work done on VEs in different contexts and for varied educa...
by Laia Canals
in Volume 24 Number 3, October 2020
- Textual, genre and social features of spoken grammar: A corpus-based approach
-
...Longman grammar of spoken and
written English. Harlow, UK: Longman.
Breivega, K.R., Dalh, T., & Fløttum, K. (2002). Traces of self and others in research articles: A
comparative pilot study of Eng...
by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
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