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Showing 71 - 80 results of 457 for Social Networking

Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
...social and cognitive presence in electronic discussions will answer questions about the specific roles of social presence in cognitive development, such as whether social presence and students’ enjo...

by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006

Artifacts and cultures-of-use in intercultural communication
...social semiotic: The social interpretation of language and meaning. London: Arnold. Halliday, M. A. K., & Hassan, R. (1985). Language, context, and text: Aspects of language in a social- semiotic pers...

by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
...social-networking sites Before Class Engage Students were instructed to watch a video prepared by the teacher, in which the teacher role-played different victims of abuse on social-networking site...

by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022

Riding the digital wilds: Learner autonomy and informal language learning
...social context (Benson, 2001, 2006). The growing emphasis placed on social factors in recent years has led to autonomy being studied from the perspective of ecological theories, emphasizing the mult...

by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Review of Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives
...Social Networking for Language Education, 2013, with Marie-Noëlle Lamy), as well as author of peer-reviewed articles and other scientific publications. E-mail: Katerina.Zourou@hist.no REFERENCES...

by Katerina Zourou
in Volume 18 Number 3, October 2014

Contributing, creating, curating: Digital literacies for language learners
...social networking sites can be categorized as "social grooming", with writing that is shallow and inconsequential. In fact, the critical scrutiny we expect from our students we should use ourselves ...

by Robert Godwin-Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong
...social learning (Barker & Kemp, 1990), promote egalitarian class structures (Cooper & Selfe, 1990; Sproull & Kiesler, 1991), enhance student motivation (Warschauer, 1996a), and improve writing skills ...

by Roseanne Greenfield
in Volume 07 Number 1, January 2003

GenAI-mediated activity theory (GMAT) for L2 teachers
...socially situated practice, AT can offer a useful framework for examining how L2 teachers engage in GenAI-mediated teaching through their interactions with these artifacts and social dynamics (Li et...

by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026

Discourse and Participation in ESL Face-to-Face and Written Electronic Conferences
...social-constructivist theoretical orientation to pedagogy (Beauvois, 1998; Peterson, 1997; Warschauer, 1996; Warschauer et al., 1996). A social-constructivist orientation stresses a social and coll...

by Michael Fitze
in Volume 10 Number 1, January 2006

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...social mindset (p. 845). From a theoretical linguistic perspective, Fetzer (2007) emphasizes that language units are normally situated in either a linguistic context or a social context. For instance...

by Karina Collentine
in Volume 13 Number 2, June 2009