| Fig. 3.1. | Digital Storytelling of the Valencian Tale La Mare dels peixos (The mother of fishes) | 34 |
| Fig. 3.2. | Digital Storytelling of the Valencian Tale El dimoni fumador (Smoker demon) | 34 |
| Fig. 5.1. | Examples of Language Proximity across the Romance and Germanic Families | 57 |
| Fig. 5.2. | Our Example of Two Possible Pathways of Lexical Deduction of the French Word “une fête” by Speakers of English and Spanish Using Castagne’s (2007) Intercomprehensive Terminology | 57 |
| Fig. 5.3. | Language Profiles in the 2018 Class | 62 |
| Fig. 5.4. | Chronological Evolutions of Average PCA Scores | 65 |
| Fig. 6.1. | Screenshot of Font Sans Forgetica. Source: https://sansforgetica.rmit | 80 |
| Fig. 8.1. | Students’ Experience with Technology Prior to and During Telecollaborative Exchanges | 113 |
| Fig. 8.2. | Students’ Emotions Toward the Critical Telecollaboration as a Function of Their Academic Levels and Specializations | 115 |
| Fig. 8.3. | Students’ Emotions Toward the Critical Telecollaboration Based on Previous Experience with Technology | 117 |
| Fig. 8.4. | Students’ Selections of the Most Interesting, Most Challenging And Most Apprehensive Topic of Discussion for the Telecollaborative Exchanges | 118 |
| Fig. 8.5. | Overall Rating of the Telecollaborative Exchange by Students Who Felt Anxiety and Experienced Technology and Scheduling Issues | 120 |
| Fig. 9.1. | First Principles of Instruction. Source: Merrill (2002). | 136 |
| Fig. 11.1. | The Iterative Writing Model. | 173 |
| Fig. 11.2. | The Cumulative Writing Model. | 176 |
| Fig. 3.1. | Digital Storytelling of the Valencian Tale | 34 |
| Fig. 3.2. | Digital Storytelling of the Valencian Tale | 34 |
| Fig. 5.1. | Examples of Language Proximity across the Romance and Germanic Families | 57 |
| Fig. 5.2. | Our Example of Two Possible Pathways of Lexical Deduction of the French Word “une fête” by Speakers of English and Spanish Using Castagne’s (2007) Intercomprehensive Terminology | 57 |
| Fig. 5.3. | Language Profiles in the 2018 Class | 62 |
| Fig. 5.4. | Chronological Evolutions of Average PCA Scores | 65 |
| Fig. 6.1. | Screenshot of Font | 80 |
| Fig. 8.1. | Students’ Experience with Technology Prior to and During Telecollaborative Exchanges | 113 |
| Fig. 8.2. | Students’ Emotions Toward the Critical Telecollaboration as a Function of Their Academic Levels and Specializations | 115 |
| Fig. 8.3. | Students’ Emotions Toward the Critical Telecollaboration Based on Previous Experience with Technology | 117 |
| Fig. 8.4. | Students’ Selections of the Most Interesting, Most Challenging And Most Apprehensive Topic of Discussion for the Telecollaborative Exchanges | 118 |
| Fig. 8.5. | Overall Rating of the Telecollaborative Exchange by Students Who Felt Anxiety and Experienced Technology and Scheduling Issues | 120 |
| Fig. 9.1. | First Principles of Instruction. | 136 |
| Fig. 11.1. | The Iterative Writing Model. | 173 |
| Fig. 11.2. | The Cumulative Writing Model. | 176 |
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