- Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
-
...Kramsch, 1986). She found that CACD
fostered discoursal moves such as: (a) topic initiation, own- and other-topic expansion; (b) interactional
moves such as clarification requests, comprehension and...
by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Fostering foreign language learning through technology-enhanced intercultural projects
-
...Kramsch, 1998, p. 3). Traditionally, English language education
has involved learning how English is used in native English-speaking countries. However, “[t]he global
spread of English into diverse ...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- Towards a Comprehensive Model of Negotiated Interaction in Computer-mediated Communication
-
...Kramsch (Ed.), Language acquisition and language socialization: ecological perspectives (pp. 266-
289). London/New York: Continuum.
Batstone, R., & Ellis, R. (2009). Principled grammar teaching. Syst...
by Rose Van der Zwaard, Anne Bannink
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Negotiation of meaning and corrective feedback in Japanese/English eTandem
-
...Kramsch, 2005). Other studies have taken an interactionist perspective analyzing participant
interactions in terms of Long and Robinson’s (1998) interaction hypothesis, which hypothesizes that
negot...
by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Review of Brave New Digital Classroom: Technology and Foreign Language Learning
-
...Kramsch &
R. Ginsberg (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam:
Benjamins.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practi...
by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...Kramsch, 2000). Language is one of, but not
necessarily the most important, means of communication, and through language, we make meanings by
generating, exchanging, and interpreting signs. A social...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Writing/thinking in real time: digital video and corpus query analysis
-
...Kramsch & Thorne, 2002; Salaberry, 1999; Thorne, 2003; Warschauer,
1997, 1998; Warschauer & Kern, 2000), the study takes into account the role of a particular artifact (i.e.,
an online corpus) as an...
by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
- Teaching critical, ethical, and safe use of ICT to teachers
-
...Kramsch, A'Ness & Lam,
2000; Rüschoff, 2004). It is indisputable that the determination of the accuracy, morality, appropriacy, or
harmfulness of materials is relative rather than absolute, and may ...
by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Focus on form in task-based L2 oral computer-mediated communication
-
...Kramsch (Eds.), Foreign language research
in cross-cultural perspective (pp. 119–132). Amsterdam, Netherlands: John Benjamins.
Leeser, M. J. (2004). Learner proficiency and focus on form during coll...
by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...Kramsch, 2003, p. 144, italics in original). That is, a number of learner- and context-based
factors work together in concert to give rise to affordances in the learning environment (van Lier, 2000)....
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
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