- Negotiation of meaning and corrective feedback in Japanese/English eTandem
-
...bowerkawaguchi.pdf
February 2011, Volume 15, Number 1
pp. 41–71
Copyright © 2011, ISSN 1094-3501 41
NEGOTIATION OF MEANING AND CORRECTIVE FEEDBACK
IN JAPANESE/ENGLISH eTANDEM
Jack Bower, Hi...
by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Multilateral online exchanges for language and culture learning
-
...Bower and
Kawaguchi in Negotiation of Meaning and Corrective Feedback in Japanese/English eTandem, on the
other hand, employ a complex combination of text chat (used in three intensive 30 minute ses...
by Tim Lewis, Thierry Chanier, Bonnie Youngs
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- From the editor
-
...Bowers, a member of our original design
team, passed away in September after a courageous battle with cancer. Bowers
contributed greatly to the development of this journal as well as to many other eff...
by Mark Warschauer
in Volume 01 Number 2, January 1998
- Towards an instructional programme for L2 vocabulary: Can a story help?
-
...Bower & Clark,
1969). However, whilst mnemonic devices, such as the keyword method, can be effective (Pressley,
Levin & Delaney, 1982; Avila & Sadoski, 1996; Hulstijn, 1997; Sagarra & Alba, 2006), l...
by Peter Prince
in Volume 16 Number 3, October 2012
- Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
-
...Bower and Kawaguchi (2011). Kötter’s (2003) study involved
a tandem exchange between 15 American university students and 14 German university students. Although
specific statistical analyses were no...
by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018
- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...Bower & Sturman, 2015; Jeon et al.,
2022). While affordances are general opportunities for potential action as perceived by actors in a given
environment (Gibson, 1986), educational affordances are ...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...Bowers et al., 2010). Word reading was evaluated through an oral task that
students carried out individually with trained experimenters, and the remaining tasks were completed in
groups. All of the ...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- Telecollaboration for content and language learning: A Genre-based approach
-
...Bower & Kawaguchi,
2011; Ware & O’Dowd, 2008). Conversely, partners who were able to provide linguistic feedback after-
the-fact (Bower & Kawaguchi, 2011) and through asynchronous means (Vinagre & Mu...
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- L2 Writing Practice: Game Enjoyment as a Key to Engagement
-
...Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer
gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing
Research, 34, 229–243.
Weigle, ...
by Laura K. Allen, Scott A. Crossley, Erica L. Snow, Danielle S. McNamara
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Augmented reality and language learning: From annotated vocabulary to place-based mobile games
-
...Bower, Howe, McCredie, Robinson, and Grover (2014) and
Slussareff and Boháčková (2016) confirm the positive learning outcomes of student-generated AR.
Students can be involved in both creating marke...
by Robert Godwin-Jones
in Volume 20 Number 3, October 2016
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