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CALICO Journal

2014 Volume 31, Number 1

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Table of Contents

Number of articles: 6

  1. Affordances of Web 2.0 Technologies for Collaborative Advanced Writing in a Foreign Language

    Strobl Carola

    Can online collaboration yield a positive effect on academic writing in a foreign language? If so, what exactly is the added value, compared to individual writing, and (how) does it translate to... More

    pp. 1-18

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  2. Digital Game-Based Learning (DGBL) in the L2 Classroom: The Impact of the UN's Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention

    Claire Ikumi Hitosugi, Matthew Schmidt & Kentaro Hayashi

    This mixed-method study explored the impact of "Food Force (FF)", a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second... More

    pp. 19-39

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  3. Integration of Web 2.0 Tools in a VLE to Improve the EFL Spanish University Entrance Examination Results: A Quasiexperimental Study

    Elena Martin-Monje

    The article shows the results of a research project designed to improve the results in the English section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad... More

    pp. 40-56

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  4. Second Language Teachers' Identity Development through Online Collaboration with L2 Learners

    Keiko Kitade

    The sociocultural perspective of second language teacher education (L2TE) (e.g., Johnson, 2009), unlike the traditional one, values the importance of teacher development through actual teaching... More

    pp. 57-77

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  5. The Effect of Target Language Use in Social Media on Intermediate-Level Chinese Language Learners' Writing Performance

    Shenggao Wang & Camilla Vásquez

    This quasi-experimental study examined whether there was any difference in the quantity and quality of the written texts produced by two groups (N = 18) of intermediate Chinese language learners.... More

    pp. 78-102

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  6. The Reality of Mall: Still on the Fringes

    Jack Burston

    Mobile-Assisted Language Learning (MALL) has existed now for nearly two decades with its application to foreign language instruction chronicled in some 340 implementation studies. For several years... More

    pp. 103-125

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