- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...Lomicka, 2023). This is a prospect of special potential for
Indigenous languages, for which the tight connection of community, place, and language is particularly
important (Alberto Mora et al., 202...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Using mobile phones for vocabulary activities: Examining the effect of platform
-
...Lomicka, L. (2009). Podcasting: An effective tool for honing language students’
pronunciation? Language Learning & Technology, 13(3), 66–86. Retrieved
from http://llt.msu.edu/vol13num3/ducatelomicka...
by Glenn Stockwell
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary
- Facebook-photovoice interface: Empowering non-native pre-service English language teachers
-
...Lomicka, 2012; Kabilan, Ahmad, & Abidin, 2010), provide cognitive scaffolding (Rambe, 2012),
promote socio-pragmatic competence (Blattner & Fiori, 2009), and sharpen critical thinking, grammar,
and ...
by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014
- Towards an instructional programme for L2 vocabulary: Can a story help?
-
...Lomicka, 1998; Bowles, 2004; Yanguas, 2009). From a
theoretical standpoint a productive framework is offered by the generative theory of multimedia learning
and cognitive load theory (Chandler & Swe...
by Peter Prince
in Volume 16 Number 3, October 2012
- The role of technology in SLA research
-
...Lomicka, 1998; Yanguas, 2009).
Technologies can enable new methods and approaches to learning and teaching. For example, they offer
the possibility for reading to be a social (rather than an individ...
by Dorothy M. Chun
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Activate space rats! Fluency development in a mobile game-assisted environment
-
...Lomicka,
2009). Similarly, various forms of CMC have the potential to decrease learner anxiety (Arnold, 2007; Baralt
& Gurzynski-Weiss, 2011) and increase WTC (Reinders & Wattana, 2014).
In the stu...
by Jennica Grimshaw, Walcir Cardoso
in Volume 22 Number 3, October 2018
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...Lomicka,
2023).
Methods
Informed by Norris’ MIA framework (2004; 2011; 2019; 2020), a three-step analysis was developed in
this study to investigate players’ participation during game-mediate...
by Yuchan Gao
in Volume 28 Number 1, 2024
- An ecological perspective on the use of memes for language learning
-
...Lomicka & Lord, 2012),
multimodal composing tools (Hafner, 2015; Smith et al., 2017), digital games (Chik, 2014; Reinhardt &
Han, 2021), and virtual reality (Berti et al., 2020). Research descriptiv...
by Yiting Han, Blaine E Smith
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- The practices and challenges of telecollaboration in higher education in Europe
-
...Lomicka & Lord, 2012), Facebook (Chen, 2013) and others
popular in different languages such as Vkontakte for Russian, and Mixi for Japanese (Pasfield-Neofitou,
2011) have begun to be explored in tel...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Vocabulary learning in an automated graded reading program
-
...Lomicka (1998) reported students' strong dependence on first language
(L1) definitions when word meanings were unknown. Studies of multimedia glosses (Davis & Lyman-
Hager, 1997) indicate that even t...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
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