By Felicia Zhang
Because the box of data and verbal exchange applied sciences swiftly expands, the purposes to language studying keep growing. Computer-Enhanced and Mobile-Assisted Language studying: rising matters and traits compiles the newest study into computer-enhanced language studying, in addition to the combination of cellular units into new language acquisition. even though new details is consistently popping out as applied sciences proceed to conform, this crucial new follow-up ebook could be allotted around the world between educational associations and may be instrumental in offering researchers, students, scholars, and execs entry to the newest wisdom on the topic of learn on computer-enhanced and cellular assisted language studying.
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Additional resources for Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends
0129) such that students made greater use of appropriate punctuation in Google Wave compared to the chat room. Additionally, while not significant, students had fewer spelling errors in Google Wave as compared to the chat room. A final analysis examined the un-focused discourse of each conversation such as greetings, departures, off-topic posts, clarification, and technological needs (Figure 6). No significant differences emerged. It is interesting, however, that both chat room discussions contained clari- Figure 4.
6. 7. Klaus, Maria, Peter and Sascha (Berlin) Klaus, Maria, Peter and Sascha (Hamburg) Stefan and Maria (aged 23) Stefan and Maria (aged 25) Stefan, Anne, Thomas, Paula and Robert (Hamburg) Stefan, Anne, Thomas, Paula and Robert (Berlin) Klaus, Anne and Peter Task 10: How you Live? Design Variables (Table 13) Goal 1. Interviewing a classmate 30 Principles and Guidelines for Task Design in CMC Learning Table 12. Klaus Maria Thomas You are 29 years old. You are 23 years old. Your mother’s name is Anne.
Table 8. Type/information flow jigsaw task/two-way decision-making/problem-solving Outcome Part 1. closed (single solution) Part 2. divergent (multiple solutions) Contextual support/complexity textual cues/ linguistic: medium cognitive: high 1. sequencing: 2. problem solving Mode synchronous Groups dyads Level intermediate Communicative demand medium Required interaction high Discourse functions/skills arguing, establishing cause and effect/ past tense 25 Principles and Guidelines for Task Design in CMC Learning Description and Procedure Students work in dyads in a chat room.
Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends by Felicia Zhang