- Triadic scaffolds: Tools for teaching english language learners with computers
-
...logic, controlling tendency in technology, he paradoxically also sees
technology as a means of breaking old patterns of social reproduction. For, as new technologies become
more widely available, th...
by Carla Meskill
in Volume 09 Number 1, January 2005
- Caught in the web: Overcoming and reproducing hegemony in Azerbaijan
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...ial discourse and post-colonial theory
(pp. 132–149). New York: Columbia University.
Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies
racially biase...
by Cara Preuss, Carolyn Morway
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Tablets for informal language learning: Student usage and attitudes
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...loping their
independent learning skills (Barrs, 2012) and benefitting their future studies.
The topics of MALL research exploiting various mobile technologies have been wide-ranging. Studies
with mob...
by Xiao-Bin Chen
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Learner Autonomy in a Task-Based 3D World and Production
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...logies, SCMC, tasks and 3D environments. The research questions and hypotheses follow.
User-tracking technologies as a tool for studying learner autonomy
User-tracking technologies capture and archi...
by Karina Collentine
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Learning to identify and actualize affordances in a new tool
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...log was, and
was impressed at the way in which blogs allowed her to keep up to date with modern Italy. She visited a
number of class blogs and felt that in language learning, blogs might motivate st...
by Karen Haines
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- “Thanks, shokran, gracias”: Translingual practices in a Facebook group
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...lo friends from Egypt and hello friends from argentina <3 <3
17.1. Martina: Hola = Ahlan = Hello!
252 Language Learning & Technology
17.2. ES1: Hey mrs [Martina]
17.3. AS1: Ahlan!
17.4. Amal:...
by Derya Kulavuz-Onal, Camilla Vásquez
in Volume 22 Number 1, February 2018
- Benefits of visual feedback on segmental production in the L2 classroom
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...logical
developments and increased accessibility have allowed for investigation of the effects of VFPs on
individual speech segments, such as syllables, consonants, and vowels. For example, Lambache...
by Daniel J. Olson
in Volume 18 Number 3, October 2014
- Smartphones and language learning
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...Local Agency and Global Reach
Smartphones are uniquely equipped to support localized use, while making available all the resources of a
global network. One of the seemingly minor but, for linguistic...
by Robert Godwin-Jones
in Volume 21 Number 2, June 2017
- Digital Gaming and Language Learning: Autonomy and Community
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...Location: Creating learning environments
Gaming location can be both physical and virtual. Physical locations for L2 gaming include private
households, game arcades, Internet cafés, university campu...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Exploring L2 learners’ engagement and attitude in an intercultural encounter
-
...logically expansive,” (“the degree to which an utterance,
by dint of one or more of these locutions, actively makes allowances for dialogically alternative positions
and voices”; p. 102), or “dialog...
by Ana Oskoz, Ana Gimeno-Sanz
in Volume 24 Number 1, February 2020
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