- Peer feedback on language form in telecollaboration
-
...design to an implementation
phase, in which we examined the presence or absence of peer feedback on form in a condition more
typical of bilingual classroom-based telecollaborative projects. The same...
by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008
- Writing/thinking in real time: digital video and corpus query analysis
-
...designers to easily compile and modify the contents of the corpus by
simply creating hyperlinks to the online texts. In addition to search capability, it is important that the
system have a logging ...
by Kwanghyun Park, Celeste Kinginger
in Volume 14 Number 3, October 2010
- L1 for social presence in videoconferencing: A social semiotic account
-
...design, relationship management, raising intercultural awareness, and
establishing solidarity” (p.252). Similarly, Walker (2017b) demonstrated how e-tandem language learners
using audio chats drew o...
by Müge Satar
in Volume 24 Number 1, February 2020
- 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
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.