- Extending the Scope of Tele-Collaborative Projects
-
...contexts. Assuming that participants are
not restricted to producing individual work, my ideas involve them working in small groups.
Cooperative Learning Methods
Cooperative learning methods, as origi...
by Phillip A Towndrow
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Negotiating Common Ground in Computer-Mediated Versus Face-to-Face Discussions
-
...context. If that is the case, the
recipient has to find an appropriate linguistic context for the message in order to interpret it. Other CMC
characteristics may also make it more costly for participa...
by Ilona Vandergriff
in Volume 10 Number 1, January 2006
- Promoting Increased Pitch Variation in Oral Presentations with Transient Visual Feedback
-
...contexts is perceived. They constitute a static, post-
hoc, abstract representation of some of the acoustic properties of utterances that are already spoken and
lost, whereas the acoustics of speech ...
by Rebecca Hincks, Jens Edlund
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
- Review of Learning Language and Culture via Public Internet Discussion Forum
-
...context may not happen in another” (p. 39). In other
words, language learners need to be shown by their teachers how one genre, such as discussion forums,
can be read and written differently.
Lear...
by Barbara Hanna, Juliana de Nooy
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- From the special issue editors
-
...context that may best take advantage of the technology itself, and
which should form the core content of programs preparing teachers to use it. In other
words, they suggest that we should teach teach...
by Yong Zhao, Seppo Tella
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Review of Literacy in the New Media Age
-
...contexts surrounding student texts in Chapter 7), and he does not clearly tie this discussion to the
issues of the dominance of image and screen. At times he also overstates his case, as when he ass...
by Gunther Kress
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Of elastic clouds and treebanks: New opprtunities for content-based and data-driven language learning
-
...context. This helps guide the students to focus on vocabulary likely to be found in the text repeatedly,
rather than learning items that are unlikely to be encountered again.
Content-based language ...
by Robert Godwin-Jones
in Volume 12 Number 1, February 2008
- Web-Based Language Testing
-
...contextualized with images (but see Gruba, 2000, for some caveats). They can also include
sound and video files, although the latter are problematic: These files are often rather large, which can
lead...
by Carsten Roever
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...contexts as measured by eye-tracking technology.
Eye-tracking Research on Cognate and Noncognate Processing in Reading
Eye movements are assumed to be related to cognitive processing (Holmqvist et ...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
- Developing autonomous learning for oral proficiency using digital storytelling
-
...context-rich visual
situations after repeating self-directed learning. In addition, using a silent movie clip helps to build the
metacognitive knowledge involved in communication. Kasper and Singer ...
by SoHee Kim
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
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