- Children’s interaction and lexical acquisition
in text-based online chat
-
...resources through which writers can express their attitudes
and emotions. Consequently, SCMC is characterized by the use of nonverbal language, including symbols
such as emoticons, punctuation, capi...
by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017
- Agency to autonomy in mediated data-driven learning: A longitudinal study
-
...resources, rather than simply time spent on tasks. Behavioral, cognitive, and emotional
dimensions are enacted through mediated actions such as corpus searches, collaborative dialogue, or
private re...
by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026
- A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
-
...educational setting with limited L2 resources (Gehard, 1996). Therefore, the teaching of English reading
is receiving increasing attention from EFL teachers and researchers.
To achieve the reading g...
by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Online domains of language use: Second language learners’ experiences of virtual community and foreignness
-
...resources (i.e., the physical, conceptual and linguistic tools made use of). The social realism framework
has been successfully applied to a range of applied linguistic and sociolinguistic research, ...
by Sarah Pasfield-Neofitou
in Volume 15 Number 2, June 2011
- Review of Language and Learning in the Digital Age
-
...open. The authors write, “control in the digital world is much less top-down and interactively negotiated
than in the literate social formation. In the digital formation we see flexible, interactive,...
by James Paul Gee, Elisabeth R. Hayes
in Volume 16 Number 1, February 2012
- Applying educational data mining to explore individual experiences in digital games
-
...Educational Data Mining
EDM applies data mining approaches and techniques to data derived from an educational context.
Siemens and Baker (2012) identified five general categories of approaches appli...
by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...OpenAI’s chatbot powered by the Generative Pre-trained Transformer (GPT)
family of large language models (LLM), marks a new chapter of AF. Researchers also highlighted its
versatile affordances to i...
by Da Yan
in Volume 28 Number 1, 2024
- Implementing glossing in mobile-assisted language learning environments: Directions and outlook
-
...Open Learning: The Journal of Open, Distance and
e-Learning, 25(3), 217–232.
Godwin-Jones, R. (2004). Making the web dynamic: DOM and DAV. Language Learning & Technology,
8(1), 8–12. Retrieved from...
by Hansol Lee, Jang Ho Lee
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
-
...resources than in-class
instruction. Therefore, it is of crucial importance that the CAPT being used in classroom learning is
pedagogically sound courseware, ideally vetted by the teacher and chosen...
by Ines A. Martin
in Volume 27 Number 1, 2023
- Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
-
...open, inclusive, non-hierarchical, consensus-based, and/or product-oriented (Barker &
Kemp, 1990; Brandl, 2002; Cummins & Sayers, 1995; Kern 1995, 1996). Using these, educators can
focus on student-ce...
by Roseanne Greenfield
in Volume 07 Number 1, January 2003
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