Making a case for interactive texts in language learning and teaching

Hypertext has become a common reference point for CALL applications and hyperfiction is on the verge of becoming one too, it might be useful to briefly point out some of the major critical aspects of our current understanding of those terms

Matches and mismatches in intercultural learning

This paper explores communicative trends in an online, facilitated course for intercultural learners. We examine participation rates and communicative interactivity between culturally diverse learners, and find that participation rates differ by cultural grouping, by gender and by role, and that online interactions are dominated by facilitatorlearner exchanges (rather than by peer-to-peer communications). Ongoing case study analysis will examine the ways that differences in facilitator practices, the use of story, identity construction, and facilitator/learner expectations conspire to facilitate or hinder interaction and participation in the online culture of this e-learning environment