- Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy
-
...Satar, 2018) to position themselves in relation to other VE
participants, as part of a group and within the context of an exchange, seem endless. Satar and Hauck (2021)
illustrate the impact of a di...
by Müge Satar, Mirjam Hauck, Zeynep Bilki
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Review of Instruction Giving in Online Language Lessons: A Multimodal (Inter)action Analysis
-
...Satar, M., & Wigham, C. R.
2023
ISBN: 9781032227955
US $26.99
194 pp.
Routledge
New York, London
The COVID-19 pandemic accelerated technological advancements as well as a global shift...
by Phuong Anh Nong, Stuart Seaborn, Tamara Mae Roose
in Volume 29 Number 1, 2025
- L1 for social presence in videoconferencing: A social semiotic account
-
...Satar
L1 for social presence in videoconferencing: A
social semiotic account
Müge Satar, Newcastle University
Abstract
Examining the use of multimodal translingual practices of language learn...
by Müge Satar
in Volume 24 Number 1, February 2020
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Satar & Sumru Akcan
Pre-service EFL teachers’ online participation,
interaction, and social presence
H. Müge Satar, Newcastle University
Sumru Akcan, Boğaziçi University
Abstract
Participati...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
-
...Satar, H. M. (2016). Meaning-making in online language learner interactions via desktop
videoconferencing. ReCALL, 28(3), 305–325. https://doi.org/10.1017/s0958344016000100
Satar, H. M., & Ozdener,...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- The Effects of Text-Based SCMC on SLA: A Meta Analysis
-
...Satar &
Ozdener, 2008; Smith, 2005; Sykes, 2005). Benefits of applying SCMC to second language (L2)
classrooms have been reported including more equitable student participation (e.g., Kern, 1995), m...
by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...Satar and Wigham (2020; Wigham & Satar, 2021) conducted a series of
studies to examine English language teachers’ online teaching practices via videoconferencing. By
analyzing higher and lower-level...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Challenges in transcribing multimodal data: A case study
-
...Satar, 2013), framing, positioning, and
gesture (Guichon & Cohen, 2016; Guichon & Wigham, 2016; Telles, 2009). Studies have shown the
relevance of participants’ positioning with respect to the webca...
by Francesca Helm, Melinda Dooly
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom
-
...Satar, M. (2015) Sustaining multimodal language learner interaction online. CALICO Journal, 32(3),
480–507. https://doi.org/10.1558/cj.v32i3.26508
Satar, M. (2020). L1 for social presence in videoco...
by Helen Lee, Regine Hampel
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Virtual Exchange in the new educational landscape: Challenges for foreign language teachers
-
...Satar, M. (Ed.). (2021). Virtual exchange: Towards digital equity in internationalisation. Research-
publishing.net.
Satar, M., Aranha, S., Cavalari, S. M. S., & Almijiwl, W. (2024). Low proficienc...
by Robert O'Dowd
in Volume 29 Number 1, 2025
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