- Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
-
...social practices and can vary both within and across cultures depending on context. It is essential for
interlocutors to recognize how semiotic resources are influenced by social contexts and how thi...
by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025
- L1 for social presence in videoconferencing: A social semiotic account
-
...social-semiotic practice interweaves with all three dimensions of social presence
(affective, interactive, and cohesive). It proposes that as a contributing factor to social presence, L1 use
can ass...
by Müge Satar
in Volume 24 Number 1, February 2020
- The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities
-
...social knowledge. Activity in
context as both individual performance and social process opens up structures of knowledge and thus
learning to processes of innovation as well as habituation or discip...
by Cameron Richards
in Volume 09 Number 1, January 2005
- Authenticity and authorship in the computer-mediated acquisition of L2 literacy
-
...social model, sees language as embedded in its social context. In this model, linguistic form
alone cannot determine meaning, rather, one has to take the social and cultural context of communication ...
by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Promoting pre-service teachers’ reflections through a cross-cultural keypal project
-
...social-constructivist theory,
which views learning as co-construction of knowledge in a social context. Individuals are actively
engaged in making sense of knowledge through interacting with others ...
by Aleksandra Wach
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...social relations and
cooperative social action in an LX environment. Through alignment, learners can engage in any social
activities that support target language use and development in any social si...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- The role of tasks in promoting intercultural learning in electronic learning networks
-
...social and cultural
explanations for language use, and the extending of knowledge and awareness gained in the
classroom setting to address learners' personal life issues in the wider social context ...
by Andreas Müller-Hartmann
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies
- Big data and language learning: Opportunities and challenges
-
...social
context” (Papi & Hiver, 2020, p. 209). Viewing learners as real persons, not as numerical abstractions
places SLA within a broader context of human activity and growth (Larsen-Freeman, 2019)....
by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
-
...contexts as understood by
Palfreyman (2006). One particularly promising field is “telecollaboration 2.0” (Guth & Helm, 2010),
which stresses dialogue building and the use of commonly available socia...
by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012
- Review of Discourse and Digital Practices: Doing Discourse Analysis in the Digital Age
-
...social in nature—actions which are aimed towards
social goals and enact identities (p. 3). As a result, the analysis throughout the book tends towards the
ethnographic, often making use of both acto...
by Brooke Ricker Schreiber
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
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