Computer-Enhanced and Mobile-Assisted Language Learning: by Felicia Zhang

By Felicia Zhang

Because the box of data and conversation applied sciences quickly expands, the purposes to language studying keep growing. Computer-Enhanced and Mobile-Assisted Language studying: rising concerns and traits compiles the most recent learn into computer-enhanced language studying, in addition to the mixing of cellular units into new language acquisition. even though new details is consistently popping out as applied sciences proceed to adapt, this significant new follow-up booklet should be disbursed around the globe between educational associations and should be instrumental in delivering researchers, students, scholars, and pros entry to the newest wisdom concerning examine on computer-enhanced and cellular assisted language studying.

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Next, students participated in this study over the course of two class periods. During the first class period, 1 hour and 50 minutes in length, students discussed two articles focused on blogging and L2 learning (Hsu, 2008; Pena-Shaff, Altman & Stephenson, 2005). One half of the class interacted in the chat room environment (CR 1) and the other half, in Google Wave (GW 1). During the following class period, also 1 hour and 50 minutes in length, students discussed two chapters focused on the Brazilian Samba and the Mexican Fiesta and the presence of such metaphors in their target cultures.

Type/information flow one-way Outcome open-ended (personal information) Contextual support/complexity none/ linguistic: high Mode asynchronous Groups multiple Level advanced Communicative demand low Required interaction low Discourse functions/skills expressing abstract thoughts, providing arguments for and against; making hypothetical suggestions 33 Principles and Guidelines for Task Design in CMC Learning municative demand is fairly low, although some students may feel apprehensive about posting their own message for all class members to read.

During the first class period, 1 hour and 50 minutes in length, students discussed two articles focused on blogging and L2 learning (Hsu, 2008; Pena-Shaff, Altman & Stephenson, 2005). One half of the class interacted in the chat room environment (CR 1) and the other half, in Google Wave (GW 1). During the following class period, also 1 hour and 50 minutes in length, students discussed two chapters focused on the Brazilian Samba and the Mexican Fiesta and the presence of such metaphors in their target cultures.

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