Research Guides
Research Guides
▒ Multimedia
 

Multimedia

  

On This Page

    • Subject Encyclopedia Articles
    • Handbook Chapters
    • Review Articles
    • Introductory Books
    • Recent Articles in IGSE Journals

 

Subject Encyclopedia Articles
  

Handbook Chapters

  • Chapelle, C. A. (2005). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 743–755). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chun, D. (2011). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 663–680). New York, NY: Routledge.
  

Review Articles
   

Introductory Books

  • Ken, B. (2010). Teaching and researching computer-assisted language learning (2nd ed.). London and New York: Pearson Education.
  • Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
  • Stempleski, S., & Tomalin, B. (1995). Video in action: Recipes for using video in language teaching. New York, NY: Prentice Hall.
  • Tomalin, B. (1986). Video, TV and radio in the English class: An introductory guide. London, England: Macmillan.
  • Warschauer, M. (2000). Network-based language teaching: Concepts and practice. New York, NY: Cambridge University Press.
  • 김정렬. (2001). 웹기반 영어교육. 서울: 한국문화사.
  • 박경자, 조인정 & 강혜순. (2001). E-언어학습: 이론과실제. 서울: 博英社.
  • 조미헌, 김민경, 김미량, 이옥화 & 허희옥. (2004). e-Learning 컨텐츠 설계. 서울: 교육과학사.
    

Recent Articles in IGSE Journals

2016

  • Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. The Modern Language Journal, 100(3), 585–609. http://doi.org/10.1111/modl.12338
  • Álvarez Valencia, J. A. (2016). Language views on social networking sites for language learning: The case of Busuu. Computer Assisted Language Learning, 29(5), 853–867. http://doi.org/10.1080/09588221.2015.1069361
  • Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning, 29(1), 103–126. http://doi.org/10.1080/09588221.2014.903977
  • Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: A focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1050–1066. http://doi.org/10.1080/09588221.2016.1170040
  • Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63–76. http://doi.org/10.1016/j.system.2016.07.004
  • Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185. http://doi.org/10.1080/09588221.2014.907320
  • Aryadoust, V., Mehran, P., & Alizadeh, M. (2016). Validating a computer-assisted language learning attitude instrument used in Iranian EFL context: An evidence-based approach. Computer Assisted Language Learning, 29(3), 561–595. http://doi.org/10.1080/09588221.2014.1000931
  • Ballance, O. J. (2016). Analysing concordancing: A simple or multifaceted construct? Computer Assisted Language Learning, 29(7), 1205–1219. http://doi.org/10.1080/09588221.2016.1209527
  • Barkaoui, K. (2016). What and when second-language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills. The Modern Language Journal, 100(1), 320–340. http://doi.org/10.1111/modl.12316
  • Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749–764. http://doi.org/10.1080/09588221.2015.1047456
  • Bauer-Ramazani, C., Graney, J. M., Marshall, H. W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. TESOL Journal, 7(2), 429–437. http://doi.org/10.1002/tesj.250
  • Bodnar, S., Cucchiarini, C., Strik, H., & van Hout, R. (2016). Evaluating the motivational impact of CALL systems: Current practices and future directions. Computer Assisted Language Learning, 29(1), 186–212. http://doi.org/10.1080/09588221.2014.927365
  • Bower, J. V., & Rutson-Griffiths, A. (2016). The relationship between the use of spaced repetition software with a TOEIC word list and TOEIC score gains. Computer Assisted Language Learning, 29(7), 1238–1248. http://doi.org/10.1080/09588221.2016.1222444
  • Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148–166. http://doi.org/10.1080/09588221.2014.904360
  • Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147–165. http://doi.org/10.1017/S0958344015000282
  • Castañeda, D. A., & Cho, M.-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195–1204. http://doi.org/10.1080/09588221.2016.1197950
  • Cha, K., & Lee, Y. (2016). An effect of English subtitles on listening comprehension: Content comprehension and vocabulary recognition. 영어교육연구/English Languae Teaching, 28(1), 21–43. Retrieved from http://www.riss.kr/link?id=A101823129
  • Cha, Y. J., & Kim, H. S. (2016). An alternative method for vocabulary learning using quizlet. 영상영어교육/STEM Journal, 17(1), 117–144. Retrieved from http://www.riss.kr/link?id=A101788925
  • Chang, C., Chang, C.-K., & Shih, J.-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100–115. http://doi.org/10.1016/j.system.2016.04.013
  • Chen, H. H.-J., Wu, J.-C., Yang, C. T.-Y., & Pan, I. (2016). Developing and evaluating a Chinese collocation retrieval tool for CFL students and teachers. Computer Assisted Language Learning, 29(1), 21–39. http://doi.org/10.1080/09588221.2014.889711
  • Chen, I.-J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: Effects of assessment methods. Computer Assisted Language Learning, 29(2), 413–426. http://doi.org/10.1080/09588221.2014.983935
  • Chen, J. J., & Yang, S. C. (2016). Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262–288. http://doi.org/10.1080/09588221.2014.937441
  • Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. http://doi.org/10.1080/09588221.2014.960942
  • Choi, I.-C. (2016). Efficacy of an ICALL tutoring system and process-oriented corrective feedback. Computer Assisted Language Learning, 29(2), 334–364. http://doi.org/10.1080/09588221.2014.960941
  • Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304–327. http://doi.org/10.1002/tesj.204
  • Choi, Y. H. (2016). Writing strategies in the process of L2 computer-mode academic writing with the use of multiple resources. 영어교육/ENGLISH TEACHING, 71(3), 3–28. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971271
  • Chou, I.-C. (2016). Reading for the purpose of responding to literature: EFL students’ perceptions of e-books. Computer Assisted Language Learning, 29(1), 1–20. http://doi.org/10.1080/09588221.2014.881388
  • Chukharev-Hudilainen, E., & Saricaoglu, A. (2016). Causal discourse analyzer: Improving automated feedback on academic ESL writing. Computer Assisted Language Learning, 29(3), 494–516. http://doi.org/10.1080/09588221.2014.991795
  • Cunningham, D. J. (2016). Request modification in synchronous computer-mediated communication: The role of focused instruction. The Modern Language Journal, 100(2), 484–507. http://doi.org/10.1111/modl.12332
  • Dressman, M. (2016). Reading as the interpretation of signs. Reading Research Quarterly, 51(1), 111–136. http://doi.org/10.1002/rrq.114
  • Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. http://doi.org/10.1111/flan.12183
  • Faaß, G., & Bosch, S. (2016). An integrated e-dictionary application – the case of an open educational trainer for Zulu. International Journal of Lexicography, 29(3), 296–310. http://doi.org/10.1093/ijl/ecw021
  • Fuchs, C. (2016). “Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration. Computer Assisted Language Learning, 29(7), 1152–1168. http://doi.org/10.1080/09588221.2016.1167091
  • Fuertes-Olivera, P. A. (2016). A Cambrian explosion in lexicography: some reflections for designing and constructing specialised online dictionaries. International Journal of Lexicography, 29(2), 226–247. http://doi.org/10.1093/ijl/ecv037
  • Gabaudan, O. (2016). Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit. ReCALL, 28(2), 123–146. http://doi.org/10.1017/S0958344015000270
  • Galla, C. K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, 29(7), 1137–1151. http://doi.org/10.1080/09588221.2016.1166137
  • García-Sánchez, S., & Luján-García, C. (2016). Ubiquitous knowledge and experiences to foster EFL learning affordances. Computer Assisted Language Learning, 29(7), 1169–1180. http://doi.org/10.1080/09588221.2016.1176047
  • Gimeno-Sanz, A. (2016). Moving a step further from “integrative CALL”. What’s to come? Computer Assisted Language Learning, 29(6), 1102–1115. http://doi.org/10.1080/09588221.2015.1103271
  • Grant, S. (2016). Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study. System, 62, 93–101. http://doi.org/10.1016/j.system.2016.06.010
  • Guichon, N., & Wigham, C. R. (2016). A semiotic perspective on webconferencing-supported language teaching. ReCALL, 28(1), 62–82. http://doi.org/10.1017/S0958344015000178
  • Ha, M.-J. (2016). Linking adverbials in first-year Korean university EFL learners’ writing: A corpus-informed analysis. Computer Assisted Language Learning, 29(6), 1090–1101. http://doi.org/10.1080/09588221.2015.1068814
  • Haines, K. (2016). Expanding the knowledge base of teachers’ use of communication tools for language learning. System, 62, 102–112. http://doi.org/10.1016/j.system.2016.07.008
  • Hockly, N. (2016). Special educational needs and technology in language learning. ELT Journal, 70(3), 332–338. http://doi.org/10.1093/elt/ccw033
  • Hsu, H.-C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968–983. http://doi.org/10.1080/09588221.2015.1113185
  • Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900. http://doi.org/10.1080/09588221.2015.1069747
  • Huang, Y.-H., & Chuang, T.-Y. (2016). Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course. Computer Assisted Language Learning, 29(3), 618–637. http://doi.org/10.1080/09588221.2014.1000933
  • Hung, Y.-W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning. Computer Assisted Language Learning, 29(5), 901–924. http://doi.org/10.1080/09588221.2015.1074589
  • Hutchison, A. C., Woodward, L., & Colwell, J. (2016). What are preadolescent readers doing online? an examination of upper elementary students’ reading, writing, and communication in digital spaces. Reading Research Quarterly, 51(4), 435–454. http://doi.org/10.1002/rrq.146
  • Hwang, W.-Y., Shadiev, R., Hsu, J.-L., Huang, Y.-M., Hsu, G.-L., & Lin, Y.-C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241. http://doi.org/10.1080/09588221.2014.927367
  • Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657. http://doi.org/10.1080/09588221.2015.1016438
  • Ihm, H. J., & Kim, Y. S. (2016). 카툰메이커 활용 과정 중심 쓰기 활동이 초등학생 쓰기 능력 및 태도에 미치는 영향 [The effect of process-oriented writing using a cartoon maker on primary students’ writing skill and their attitude toward English writing]. 초등영어교육/Primary English Education, 22(2), 139–155. Retrieved from http://www.riss.kr/link?id=A101958684
  • Ikeshita-Yamazoe, H., & Miyao, M. (2016). A visual training tool for teaching kanji to children with developmental dyslexia. Computer Assisted Language Learning, 29(1), 88–102. http://doi.org/10.1080/09588221.2014.889716
  • Jee, M. J., & Byun, J. H. (2016). An intercultural exchange project between KFL and EFL Students. 외국어교육/Foreign Languages Education, 23(2), 107–136. Retrieved from http://www.riss.kr/link?id=A102073521
  • Jiang, L., & Luk, J. (2016). Multimodal composing as a learning activity in English classrooms: inquiring into the sources of its motivational capacity. System, 59, 1–11. http://doi.org/10.1016/j.system.2016.04.001
  • Jurkovi?, V. (2016). Maritime English vocabulary in feature films: The Perfect Storm (2000) and Master and Commander (2003). TESOL Journal, 7(3), 566–590. http://doi.org/10.1002/tesj.220
  • Kang, Y. (2016). 영상기술기법을 접목한 인문학 교육의 컨버전스 모델 구현. 영상영어교육/STEM Journal, 17(1), 23–38. Retrieved from http://www.riss.kr/link?id=A101788920
  • Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(2), 166–186. http://doi.org/10.1017/S0958344015000154
  • Kathpalia, S. S., & See, E. K. (2016). Improving argumentation through student blogs. System, 58, 25–36. http://doi.org/10.1016/j.system.2016.03.002
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: creating meaningful interactions through video-synchronous computer-mediated communication. Foreign Language Annals, 49(2), 355–366. http://doi.org/10.1111/flan.12195
  • Kim, G. (2016). 멜로드라마와 음악: 영화 욕망이라는 이름의 전차와 유리동물원을 중심으로. 영상영어교육/STEM Journal, 17(1), 39–54. Retrieved from http://www.riss.kr/link?id=A101788921
  • Kim, H.-D. (2016). 컴퓨터 기반 그림 묘사하기 시험 문항의 수행평가 실용도. 영상영어교육/STEM Journal, 17(1), 221–239. Retrieved from http://www.riss.kr/link?id=A101788929
  • Kim, H.-J. (2016). 공손한 언어 학습의 필요성: 다운튼 애비에 나타난 공손의 거리를 중심으로. 영상영어교육/STEM Journal, 17(1), 55–74. Retrieved from http://www.riss.kr/link?id=A101788922
  • Kim, J. (2016). EFL learners’ perceptions of learning context, writing achievement, and gender. 영어어문교육/English Language & Literature Teaching, 22(2), 23–45. Retrieved from http://www.riss.kr/link?id=A101954041
  • Kim, J. Y. (2016). Effects of web-based learning on the L2 reading comprehension of Korean college students. 영상영어교육/STEM Journal, 17(1), 145–169. Retrieved from http://www.riss.kr/link?id=A101788926
  • Kozar, O., & Benson, P. (2016). Language pedagogy and the changing landscapes of digital technology. System. http://doi.org/10.1016/j.system.2016.08.007
  • Kuure, L., Molin-Juustila, T., Keisanen, T., Riekki, M., Iivari, N., & Kinnula, M. (2016). Switching perspectives: from a language teacher to a designer of language learning with new technologies. Computer Assisted Language Learning, 29(5), 925–941. http://doi.org/10.1080/09588221.2015.1068815
  • Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60. http://doi.org/10.1080/09588221.2014.889714
  • Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723. http://doi.org/10.1080/09588221.2015.1016441
  • Lawley, J. (2016). Spelling: Computerised feedback for self-correction. Computer Assisted Language Learning, 29(5), 868–880. http://doi.org/10.1080/09588221.2015.1069746
  • Lee, C., Yeung, A. S., & Ip, T. (2016). Use of computer technology for English language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1033–1049. http://doi.org/10.1080/09588221.2016.1140655
  • Lee, D.-H., & Kim, D. (2016). 플립러닝을 활용한 초등영어 학습부진아를 위한 수업지도방안. 영상영어교육/STEM Journal, 17(1), 241–263. Retrieved from http://www.riss.kr/link?id=A101788930
  • Lee, J.-H. (2016). 이중번역을 이용한 단어결합체 암기에 관한 연구: 포레스트 검프를 중심으로. 영상영어교육/STEM Journal, 17(1), 97–115. Retrieved from http://www.riss.kr/link?id=A101788924
  • Lee, J. Y. (2016). The development of audience awareness through online synchronous teacher-learner conference. 영상영어교육/STEM Journal, 17(1), 171–195. Retrieved from http://www.riss.kr/link?id=A101788927
  • Lee, K. W., Said, N., & Tan, C. K. (2016). Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform. Computer Assisted Language Learning, 29(6), 1116–1135. http://doi.org/10.1080/09588221.2016.1172644
  • Lee, L. W. (2016). Multisensory modalities for blending and segmenting among early readers. Computer Assisted Language Learning, 29(5), 1017–1032. http://doi.org/10.1080/09588221.2015.1129347
  • Li, M., & Kim, D. (2016). One wiki, two groups: dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. http://doi.org/10.1016/j.jslw.2016.01.002
  • Liao, H.-C. (2016). Using automated writing evaluation to reduce grammar errors in writing. ELT Journal, 70(3), 308–319. http://doi.org/10.1093/elt/ccv058
  • Liao, H.-C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77–92. http://doi.org/10.1016/j.system.2016.02.007
  • Lin, Y.-L. (2016). Development of multi-word sequences by adolescent EFL learners through online interaction: does online contact with native English speakers lead to a more native-like use of multi-word sequences? English Today, 32(4), 27–32. http://doi.org/10.1017/S0266078416000201
  • Liu, C.-C., Wang, P.-C., & Tai, S.-J. D. (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies. ReCALL, 28(2), 104–122. http://doi.org/10.1017/S095834401600001X
  • Ludington, J. D. (2016). Does hearing several speakers reduce foreign word learning? Computer Assisted Language Learning, 29(3), 539–560. http://doi.org/10.1080/09588221.2014.993401
  • Luka?, M. (2016). Grammar advice in the age of web 2.0: introducing the new (and keeping the old) language authorities. English Today, 32(2), 2–3. http://doi.org/10.1017/S0266078416000134
  • Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451–476. http://doi.org/10.1080/09588221.2014.963123
  • McCrocklin, S. M. (2016). Pronunciation learner autonomy: the potential of automatic speech recognition. System, 57, 25–42. http://doi.org/10.1016/j.system.2015.12.013
  • McNeil, L. (2016). Integrating computer-mediated communication strategy instruction. Computer Assisted Language Learning, 29(2), 242–261. http://doi.org/10.1080/09588221.2014.935439
  • McNeil, L., & Song, H. (2016). Collaborative computer-mediated reading: Documenting the frequency, mechanisms, and outcomes of peer help. 외국어교육/Foreign Languages Education, 23(2), 1–26. Retrieved from http://www.riss.kr/link?id=A102073542
  • Metcalf, A., Layton, M. V., & Goslin, T. L. (2016). Three ways to improve student presentations. TESOL Journal, 7(2), 421–428. http://doi.org/10.1002/tesj.241
  • Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2016). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22–43. http://doi.org/10.1017/S0958344015000129
  • Mohsen, M. A. (2016). Effects of help options in a multimedia listening environment on L2 vocabulary acquisition. Computer Assisted Language Learning, 29(7), 1220–1237. http://doi.org/10.1080/09588221.2016.1210645
  • Nami, F., Marandi, S. S., & Sotoudehnama, E. (2016). CALL teacher professional growth through lesson study practice: An investigation into EFL teachers’ perceptions. Computer Assisted Language Learning, 29(4), 658–682. http://doi.org/10.1080/09588221.2015.1016439
  • Newgarden, K., & Zheng, D. (2016). Recurrent languaging activities in World of Warcraft: Skilled linguistic action meets the Common European Framework of Reference. ReCALL, 28(3), 274–304. http://doi.org/10.1017/S0958344016000112
  • Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: sociocultural perspectives. System, 62, 39–52. http://doi.org/10.1016/j.system.2016.07.001
  • Park, H.-J. (2016). 단어결합체와 개별단어의 장기기억 정도의 비교 연구: 영화 애딕티드를 중심으로. 영상영어교육/STEM Journal, 17(1), 75–95. Retrieved from http://www.riss.kr/link?id=A101788923
  • Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. http://doi.org/10.1016/j.system.2016.10.002
  • Peterson, M. (2016). The use of massively multiplayer online role-playing games in CALL: An analysis of research. Computer Assisted Language Learning, 29(7), 1181–1194. http://doi.org/10.1080/09588221.2016.1197949
  • Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724–748. http://doi.org/10.1080/09588221.2015.1026355
  • Roy, D., Brine, J., & Murasawa, F. (2016). Usability of English note-taking applications in a foreign language learning context. Computer Assisted Language Learning, 29(1), 61–87. http://doi.org/10.1080/09588221.2014.889715
  • Saadat, M., Mehrpour, S., & Khajavi, Y. (2016). Internet-mediated corrective feedback for digital natives. TESOL Journal, 7(1), 233–245. http://doi.org/10.1002/tesj.232
  • Satar, H. M. (2016). Meaning-making in online language learner interactions via desktop videoconferencing. ReCALL, 28(3), 305–325. http://doi.org/10.1017/S0958344016000100
  • Seedhouse, P., & Knight, D. (2016). Applying digital sensor technology: a problem-solving approach. Applied Linguistics, 37(1), 7–32. http://doi.org/10.1093/applin/amv065
  • Shintani, N. (2016). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29(3), 517–538. http://doi.org/10.1080/09588221.2014.993400
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