- The effects of electronic mail on Spanish L2 discourse
-
...open exchange, the opportunity to communicate in Spanish without having to face the
embarrassment of making a mistake in front of the class. In fact, the level of creativity, confidentiality,
and hone...
by Manuela González-Bueno
in Volume 01 Number 2, January 1998
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Educational Technology, 35(4), 421–431.
O’Toole, J. M., & Absalom, D. J. (2003). The impact of blended learning on student outcomes: Is there
room on the horse for two? Journal of Educational Media,...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Social dimensions of telecollaborative foreign language study
-
...educational
system in Germany. case study findings. National Institute on Student Achievement, Curriculum, and
Assessment Office of Educational Research and Improvement U.S. Department of Education ...
by Julie A Belz
in Volume 06 Number 1, January 2002
- Video recording in ethnographic SLA research: Some issues of validity in data collection
-
...educational anthropology, and the educational uses of
ethnographic and video technologies and through my own field experience. This particular article will
focus on an ethnographic approach to resea...
by Margaret DuFon
in Volume 06 Number 1, January 2002
- Computing curriculum time and input for incidentally learning academic vocabulary
-
...educational context particularly worth exploring in relation to ER/EV.
The following study explores vocabulary profiled as useful for L2 secondary/pre-tertiary students, and is
situated within L2 E...
by Clarence Green
in Volume 26 Number 1, 2022
- L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
-
...open suddenly
2. shatter [ ] To surprise someone
[ ] To fall suddenly
[ ] To break something into pieces
[ ] To look outside
3. grin [ ] To cry loudly
[ ...
by Makoto Yoshii
in Volume 10 Number 3, September 2006
- Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
-
...opened up new opportunities
for informal intercultural communication and foreign language learning. This study aims
to go beyond this general observation through a case study that explores how disco...
by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Using Native Speakers in Chat
-
...open&q;:&q;Open section&q;,&q;submission.sections.toggle.close&q;:&q;Close section&q;,&q;submission.sections.toggle.aria.open&q;:&q;Expand {{sectionHeader}} section&q;,&q;submission.sections.toggle.ar...
by Vincenza Tudini
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...educational research and practice. Educational Psychology Review, 18(4), 315–
341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (20...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Explaining dynamic interactions in wiki-based collaborative writing
-
...resources, method
and problems” was indicative of collaborative agency. The quote “We respect each other’s work” in the
interview also indicated collaborative agency, because it implied the group’s ...
by Mimi Li, Wei Zhu
in Volume 21 Number 2, June 2017
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