- Caught in the web: Overcoming and reproducing hegemony in Azerbaijan
-
...design tools to meet their own needs. To provide a simple example of how tools can incorporate bias, and
as any left-hander can attest to, most tools are designed for a culture of right-handed people...
by Cara Preuss, Carolyn Morway
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- LITERALIA: Towards developing intercultural maturity online
-
...designed according to constructivist principles of learning (Brandl, 2005; Dougiamas, 1998; Dougiamas
& Taylor, 2003), was used. The workspace had separate areas for organisers and for learners; both...
by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- You've got some GALL: Google-Assisted Language Learning
-
...Designing social futures. Harvard
Educational Review, 66(1), 60-92. Retrieved July 17, 2007, from
http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A_Pedagogy_of_Multiliteracies...
by George Chinnery
in Volume 12 Number 1, February 2008
- Linguistic perspectives on the development of intercultural competence in telecollaboration
-
...designed to soften. This situation is
illustrated in example 8. Underlining designates a categorical assertion (intensification), while bolding
again indicates clause-external mitigation.
Example 8 (f...
by Julie A. Belz
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Fan translation of games, anime, and fanfiction
-
...designed and used his own software to decode the text and substitute it in a simpler way (see Figure 1). In
order to translate a game with around 200 words, he would spend about 79 minutes.
56 Langu...
by Boris Vazquez-Calvo, Leticia T. Zhang, Mariona Pascual, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Exchanging ideas with peers in network-based classrooms: An aid or a pain?
-
...design in educational
research. New York: Academic Press.
Goldstein, L. M., & Conrad, S. M. (1990). Student input and negotiation of meaning in ESL
writing conferences, TESOL Quarterly, 24(3), 443-460...
by Sima Sengupta
in Volume 05 Number 1, January 2001
- E-mail and word processing in the ESL classroom: How the medium affects the message
-
...designed to
contrast students' academic writing assignments, produced via e-mail and word processor. It
was expected that students' texts would be different with respect to selected cohesive features
...
by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001
- Artifacts and cultures-of-use in intercultural communication
-
...designate many more levels of politeness), one
would think that tu/vous (T/V) usage would be a fairly straightforward practice, where students would use
tu forms with peers, friends, in informal conte...
by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...designed an experiment to compare F2F and written electronic whole-class discussion
in two intact classes and found that advanced L2 students utilized a wider variety of vocabulary and
communicative...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...design of a
mobile-enabled language learning system. In J. Rodríguez & C. Pardo-Ballester (Eds.), Design-based
research in CALL (pp. 41–66). San Marcos, TX: CALICO.
Park, Y., Zheng, B., Lawrence, J...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.