Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Swain, Merrill
and
Watanabe, Yuko
2019.
The Encyclopedia of Applied Linguistics.
p.
1.
Ajabshir, Zahra Fakher
2019.
The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence.
Computers in Human Behavior,
Vol. 92,
Issue. ,
p.
169.
Marandi, S. Susan
2019.
Innovation in Language Learning and Teaching.
p.
223.
Fernández-Dobao, Ana
2020.
Languaging in Language Learning and Teaching.
Vol. 55,
Issue. ,
p.
92.
Rashtchi, Mojgan
Porkar, Reza
and
Ghazi MirSaeed, SeyyedeFateme
2020.
Jigsaw and Dictogloss Tasks: Do They Facilitate the Development of Speech Acts?.
International Journal of Research in English Education,
Vol. 5,
Issue. 1,
p.
53.
Tang, Xiaofei
2020.
Task-based interactional sequences in different modalities.
Applied Pragmatics,
Vol. 2,
Issue. 2,
p.
174.
Chanethom, Vincent
2020.
Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language.
p.
105.
Suzuki, Wataru
and
Storch, Neomy
2020.
Languaging in Language Learning and Teaching.
Vol. 55,
Issue. ,
p.
2.
DODI, SIRAJ MUAMAR ZAIN
2020.
THE IMPLEMENTATION OF SYNCHRONOUS ONLINE CHATTING IN
EFL/ESL CONTEXTS: A SURVEY OF EMPIRICAL STUDIES.
i-manager’s Journal on English Language Teaching,
Vol. 10,
Issue. 2,
p.
64.
Peeters, Ward
and
Pretorius, Marilize
2020.
Facebook or fail-book: Exploring “community” in a virtual community of practice.
ReCALL,
Vol. 32,
Issue. 3,
p.
291.
Lenkaitis, Chesla Ann
2020.
Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy.
Computer Assisted Language Learning,
Vol. 33,
Issue. 5-6,
p.
483.
Cerezo, Luis
2021.
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching.
p.
494.
Xu, Jinfen
and
Long, Zaibo
2021.
Sociocultural Theory and L2 Learning.
Language and Sociocultural Theory,
Vol. 7,
Issue. 2,
p.
202.
Lim, Youngshin
2021.
Analysis of Dictogloss Tasks using Bloom’s Digital Taxonomy based on
Digitalized Collaborative Work.
Lanaguage Research,
Vol. 57,
Issue. 3,
p.
307.
Belda-Medina, Jose
2021.
Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC).
Education Sciences,
Vol. 11,
Issue. 11,
p.
723.
Zhang, Yining
Zheng, Binbin
and
Tian, Yuan
2022.
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time.
Computer Assisted Language Learning,
p.
1.
Qiu, Xuyan
2022.
Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication.
Computer Assisted Language Learning,
p.
1.
Mohamadi Zenouzagh, Zohre
2022.
Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications.
Journal of Computers in Education,
Vol. 9,
Issue. 3,
p.
515.
Jiang, Wei
and
Eslami, Zohreh R.
2022.
Effects of computer-mediated collaborative writing on individual EFL writing performance.
Computer Assisted Language Learning,
Vol. 35,
Issue. 9,
p.
2701.
Lin, Vivien
Yeh, Hui-Chin
Huang, Huai-Hsuan
and
Chen, Nian-Shing
2022.
Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book.
System,
Vol. 104,
Issue. ,
p.
102691.