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Computer-Assisted Language Learning. It offers various options to learners, allowing them to progress at their own pace.

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It deals with language form, functional meaning, and relevant contextual factors to raise students' awareness of the contextualized input in pragmatics

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It includes web-based instructional platforms that enable access to resources for autonomous learning as well as learner-directed feedback.

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It focuses on the linguistic strategies and resources used to express communicative intentions.

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It is an aspect of L2 with a focus on culture and society that enhances metapragmatic awareness.

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It refers to computer-mediated communication involving both synchronous (real-time) and asynchronous (non-concurrent) interaction. It promotes telecollaboration between learners for meaningful intercultural communication.

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Telecollaboration can be promoted in various technological platforms, including:

Email and blogs

SNSs (e.g., Facebook, Twitter, Instagram, YouTube)

Video-conferencing (e.g., Skype, Zoom, Google Hangouts Meet, Microsoft Teams)

These platforms can provide asynchronous online experiences and facilitate communication.

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It integrates the utilization of technology with face-to-face interactions to take advantage of them in improving the learning experience.

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It is a CMC space for digital language learning (games and virtual environments) that plays an important role in the learning of L2 pragmatics, thus promoting participation.

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It stands for mobile-assisted language learning. It is a methodology that makes learning more interactive and personalized.

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Intercultural Learning in Digital Spaces

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Intercultural Learning in Digital Spaces

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It refers to building knowledge through social interaction and participation among various cultures. Learners can expand their worldview and promote critical analysis of language and culture.

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It is a form of virtual exchange in which learners from different locations can connect and collaborate. Through authentic communication, it can facilitate self-reflection and intercultural awareness inside and outside the classroom.

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Tasks that focus on the use of language in social and cultural contexts, involving multiple levels of cognitive demands and requiring learners to understand and use language based on context and the speaker's intent.

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It implies the engagement of multiple senses to process and learn information, in which learners can form stronger connections and enhance better comprehension.

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It refers to the ability to reflect on and question cultural norms and language use in social contexts, recognizing how pragmatic expressions function across different cultures