- Identity Practices of Multilingual Writers in Social Networking Spaces
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...designs
available to them in these online environments, multilingual writers constructed multiple
identities that were dynamic and developmental over time. The writers demonstrated that
they adopte...
by Hsin-I Chen
in Volume 17 Number 2, June 2013
- Positioning identity in computer-mediated discourse among ESOL learners
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...design—taking into
consideration the discourse recipients—and position design—considering how speakers would like the
Carlton J. Fong, Shengjie Lin, and Randi A. Engle Positioning ESOL Learner Ident...
by Carlton J. Fong, Shengjie Lin, Randi A. Engle
in Volume 20 Number 3, October 2016
- “I Am What I Am”: Multilingual identity and digital translanguaging
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...design of the self: A case study of a teenager
writing on the internet. TESOL Quarterly, 34, 457–82.
Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local
c...
by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Wikipedia writing as praxis: Computer-mediated socialization of second-language writers
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...DESIGN AND METHODOLOGY
In the context of Wikipedia writing and its interactive read-writing environment, the research questions
that frame this study are:
1. What constructions of English writer id...
by Brian W. King
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- The effects of electronic mail on Spanish L2 discourse
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...Designing qualitative research (2nd ed.). Thousand Oaks, CA:
Sage Publications, Inc.
Martínez-Lage, A. (1993). Dialogue journal writing in the Spanish composition class: Analysis and
comparison with t...
by Manuela González-Bueno
in Volume 01 Number 2, January 1998
- Changing technologies, changing literacy communities?
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...instructional foci of
collaboration and process were already in place before the use of computers (or some of their attendant
technologies such as the Web) in education. In particular, "[i]n the com...
by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- The accuracy of computer-assisted feedback and students’ responses to it
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...design and what constitutes evidence of effective correction
(Guénette, 2007; Polio, 2012; Xu, 2009). The immediacy of the feedback is what essentially sets apart
computer-assisted feedback from hum...
by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015
- ESL students' computer-mediated communication practices: Context configuration
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...designed to help international students and scholars adjust to American life and to develop English
proficiency by focusing on oral communication. The teacher (who was not the researcher) explained t...
by Dong-Shin Shin
in Volume 10 Number 3, September 2006
- Automated written corrective feedback: Error-correction performance and timing of delivery
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...designed for L2 users of a language, or, more recently both L1 and L2 users
(Napoles et al., 2019) because the different groups are characterized by different common error types. L1
student writers’...
by Jim Ranalli, Taichi Yamashita
in Volume 26 Number 1, 2022
- Negotiation of meaning and corrective feedback in Japanese/English eTandem
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...design and applications (pp. 14–31). Lisse: Swets &
Zeitlinger.
Payne, S., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output,
working memory, and interlanguage de...
by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
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