- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
-
...speaking,
reading, and writing in their heritage language as well as in English. The term is also useful in L2
composition to differentiate immigrant students from international students and from im...
by Joel Boch
in Volume 11 Number 2, June 2007
- Input vs. output practice in educational software for second language acquisition
-
...speaking to a person in a different company (out-group). Since the students in this study were still
at an elementary level and were introduced to Japanese honorifics for the first time, the situation...
by Noriko Nagata
in Volume 01 Number 2, January 1998
- L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
-
...speaking participants who were studying Spanish as a second language.
They read a Spanish text with 613 words under three conditions: (1) L1 (English) gloss; (2) L2 (Spanish)
gloss; and (3) No gloss...
by Makoto Yoshii
in Volume 10 Number 3, September 2006
- Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
-
Language Learning & Technology
http://llt.msu.edu/issues/october2016/messinadahlbergbagga-gupta.pdf
October 2016, Volume 20, Number 3
pp. 80–106
Copyright © 2016, ISSN 1094-3501 80
MAPPING LANG...
by Giulia Messina Dahlberg, Sangeeta Bagga-Gupta
in Volume 20 Number 3, October 2016
- Giving a virtual voice to the silent language of culture: The Cultura project
-
...speaking country for a duration ranging from 1 month to 1one year, before
graduation. Access to English language media is readily available at the campus library,
through the Web, at the cinema, and o...
by Gilberte Furstenberg, Sabine Levet, Kathryn English, Katherine Maillet
in Volume 05 Number 1, January 2001
- Categorization of text chat communication between learners and native speakers of Japanese
-
...speaking and writing aren't enough. The Canadian Modern
Language Review, 50, 158-164.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & G. Seidhofer
(Eds.), Princip...
by Etsuko Toyoda, Richard Harrison
in Volume 06 Number 1, January 2002
- The Role of the Computer in Learning Ndjébbana
-
...speaking Ndj bbana as their first language and English as
their third or fourth language. While the levels of Ndj bbana and English print literacy are low, owing to
a variety of complex social factors...
by Glenn Auld
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages
- A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
-
...speaking (Kukulska-Hulme, 2005), vocabulary (Thornton & Houser, 2005), phrases
(Thornton & Houser, 2005; Morita, 2003), and grammar (Sung, Huang, & Chang, 2006), rather than early
reading skills. Fu...
by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Effects of short-term memory and content representation type on mobile language learning
-
...speaking, for learners with higher verbal and lower visual ability (Q4), learning
content type B should help students achieve higher EVRR scores than learning content type A. However,
H4 in Table 4 ...
by Nian-Shing Chen, Sheng-Wen Hsieh, Kinshuk Kinshuk
in Volume 12 Number 3, October 2008
- Digital mindsets: Teachers’ technology use in personal life and teaching
-
...speaking avatars, games, digital photography, videos, Google Docs, graphs,
interactive puzzles, online polls, presentations, and virtual worlds. Jodie explained their educational
value:
That certai...
by Ekaterina Tour
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
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