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The learner-context interface: Emergent issues of affect and identity in technology-mediated language learning spaces
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“This type of SR represents an effective qualitative method for educational researchers to gather implicit data and has been broadly practiced to investigate various teaching and learning occurrences, including teacher cognition, study strategies, and language learning (Meade and McMeniman, 1992;Van der Kleij et al., 2017;White et al., 2016;Sundberg et al., 2018;Martinelle, 2018;Cao et al., 2019;M”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as White et al., 2016
In the citing paper
“This type of SR represents an effective qualitative method for educational researchers to gather implicit data and has been broadly practiced to investigate various teaching and learning occurrences, including teacher cognition, study strategies, and language learning (Meade and McMeniman, 1992;Van der Kleij et al., 2017;White et al., 2016;Sundberg et al., 2018;Martinelle, 2018;Cao et al., 2019;M”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as White et al., 2016
In the citing paper
“In terms of the effectiveness of learning techniques, such as computer-enhanced selfdirected learning, SR offers a more precise and comprehensive understanding from students' viewpoints (White et al., 2016;Deng, 2020;Chu and Zhai, 2023).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as White et al., 2016
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Research works printed but not linked: 12
- Arispe, 2012, Individual factors and successful learning in a hybrid course, System, 40, 449, 10.1016/j.system.2012.10.013 · DOI
- Dörnyei, 2009, Individual differences: Interplay of learner characteristics and learning environment, Language Learning, 59, 230, 10.1111/j.1467-9922.2009.00542.x · DOI · Paper page
- Ellis, 2006, Language emergence: Implications for applied linguistics—Introduction to the special issue, Applied Linguistics, 27, 558, 10.1093/applin/aml028 · DOI · Paper page
- Esch, 2000, The contribution of Information and Communication Technology (ICT) to language learning environments or the mystery of the secret agent, ReCALL, 12, 5, 10.1017/S0958344000000215 · DOI
- Guichon, 2010, Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching, Computer Assisted Language Learning, 23, 169, 10.1080/09588221003666255 · DOI
- Hampel, 2013, Interacting at a distance: A critical review of the role of ICT in developing the learner–context interface in a university language programme, Innovation in Language Learning and Teaching, 7, 158, 10.1080/17501229.2013.776051 · DOI
- Levy, 2009, Technologies in use for second language learning, The Modern Language Journal, 93, 769, 10.1111/j.1540-4781.2009.00972.x · DOI · Paper page
- Thoms, 2014, An ecological view of whole-class discussions in a second language literature Classroom: Teacher reformulations as affordances for learning, The Modern Language Journal, 98, 724, 10.1111/modl.12119 · DOI
- Tudini, 2003, Using native speakers in chat, Language Learning & Technology, 7, 141
- Tudini, 2013, Form-focused social repertoires in an online language learning partnership, Journal of Pragmatics, 50, 187, 10.1016/j.pragma.2012.12.005 · DOI
- Wang, 2009, Criteria for evaluating synchronous learning management systems: Arguments from the distance language classroom, Computer Assisted Language Learning, 22, 1, 10.1080/09588220802613773 · DOI
- White, 1999, Expectations and emergent beliefs of self-instructed language learners, System, 27, 443, 10.1016/S0346-251X(99)00044-5 · DOI
Cited by
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Zhai, X., Chu, X., Wang, M., Tsai, C.-C., Liang, J.-C., & Spector, J. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02987-6 · Cited by 47
Metadata
- Authors
- White, C., Direnzo, R., & Bortolotto, C.
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2016-11
- Volume
- 62
- Pages
- 3-14
- ISSN
- 0346-251X
- Cited by
- 8
- References
- 0
- Language
- en
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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- CoChat. (2026). Citation check: The learner-context interface: Emergent issues of affect and identity in technology-mediated language learning spaces. https://app.cochat.ai/papers/10.1016/j.system.2016.06.008
- The paper
- White, C., Direnzo, R., & Bortolotto, C. (2016). The learner-context interface: Emergent issues of affect and identity in technology-mediated language learning spaces. System. https://doi.org/10.1016/j.system.2016.06.008
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
