ReCALL
May 2012 Volume 24, Number 2
Table of Contents
Number of articles: 6
-
The Use of Videoconferencing to Support Multimodal Interaction in an Online Language Classroom
Regine Hampel & Ursula Stickler
The introduction of virtual learning environments has made new tools available that have the potential to support learner communication and interaction, thus aiding second language acquisition both... More
pp. 116-137
-
Beyond Learner Autonomy: A Dynamic Systems View of the Informal Learning of English in Virtual Online Communities
Geoffrey Sockett & Denyze Toffoli
This article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and... More
pp. 138-151
-
Exploiting a Corpus of Business Letters from a Phraseological, Functional Perspective
Lynne Flowerdew
This paper illustrates how a freely available online corpus has been exploited in a module on teaching business letters covering the following four speech acts (functions) commonly found in... More
pp. 152-168
-
Mobile Assisted Language Learning in University EFL Courses in Japan: Developing Attitudes and Skills for Self-Regulated Learning
Mutsumi Kondo, Yasushige Ishikawa, Craig Smith, Kishio Sakamoto, Hidenori Shimomura & Norihisa Wada
This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help... More
pp. 169-187
-
The Effects of Captions in Teenagers' Multimedia L2 Learning
Laurence Lwo & Michelle Chia-Tzu Lin
This study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of... More
pp. 188-208
-
Using a Stance Corpus to Learn about Effective Authorial Stance-Taking: A Textlinguistic Approach
Peichin Chang
Presenting a persuasive authorial stance is a major challenge for second language (L2) writers in writing academic research. Failure to present an effective authorial stance often results in poor... More
pp. 209-236