Search results for author:"Paige_Ware"
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Language Learning & Technology Vol. 9, No. 2 (May 2005) pp. 64–89
This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced-level students of English in northeastern Germany and 9 advanced-level...
TESOL Quarterly Vol. 45, No. 4 (December 2011) pp. 769–774
A distinction must be made between "computer-generated scoring" and "computer-generated feedback". Computer-generated scoring refers to the provision of automated scores derived from mathematical models built on organizational, syntactic, and...
Language Teaching Research Vol. 10, No. 2 (2006) pp. 157–180
With the advent of English as a global language, the ability to write well in English across diverse settings and for different audiences has become an imperative in second language education programmes throughout the world. Yet the teaching of...
Middle School Journal Vol. 42, No. 3 (January 2011) pp. 46–54
The authors describe a one-on-one online mentoring project that matched preservice teachers with English language learners to help them improve their writing skills. Online writing became a practical, engaging forum for the preservice teachers to...
From involvement to engagement in online communication: Promoting intercultural competence in foreign language education
(2003) pp. 1–371
In this qualitative case study of two groups of advanced level foreign language university students linked in an international telecollaborative exchange, I critically examine the viability of asynchronous computer-mediated communication for...
From Sharing Time to Showtime! Valuing Diverse Venues for Storytelling in Technology-Rich Classrooms
Language Arts Vol. 84, No. 1 (September 2006) pp. 45–54
This paper presents two nine-year-old children who used different oral, written, visual, and digital modes as resources to create meaning and to position themselves socially through multimodal stories. Their diverging experiences with technology as...
Modern Language Journal Vol. 89, No. 2 (2005) pp. 190–205
We discuss the challenges of Web-based teaching for language teachers and then describe in detail an extended episode of misunderstanding that occurred between 2 students discussing their versions of history during a classroom-based, asynchronous...
Language Learning & Technology Vol. 12, No. 1 (February 2008) pp. 43–63
We performed a two-phase, year-long research project that explored the impact of peer feedback on language development. We investigated specifically how and when post-secondary learners of English and Spanish provide corrective feedback on their...
International Journal of Educational Research Vol. 43, No. 7 (2005) pp. 432–445
US youths’ lives are increasingly divided between the academic requirements of school and immersion in new media and culture outside school. Educators can help bridge in-school and out-of-school literacy practices by encouraging students to engage...
International Journal of Computer-Assisted Language Learning and Teaching Vol. 6, No. 3 (July 2016) pp. 1–17
This study contributes to a growing research base investigating how teachers interact and learn from each other in online communities of practice. It specifically investigates the online mentoring conversations between five cohorts of in-service...