- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Li & Li, 2023; Zhang & Li, 2025). Li and Li
(2023) found that learners who participated in online interactive reading via social annotation tools
experienced enhanced emotional engagement. However, ...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Language Development and Scaffolding in a Sino-American Telecollaborative Project
-
...limitations. First, as this study only analyzed 10
pairs of participants, the nature of qualitative research limits the generalizability of the research findings.
Second, the project only lasted for...
by Li Jin
in Volume 17 Number 2, June 2013
- Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
-
...lingualism and mobility, English Medium Instruction (EMI) in higher education, family
language policy, and digital literacies studies.
E-mail: mygu@eduhk.hk
Tan Jin is a professor at South China No...
by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024
- Teacher engagement with automated text simplification for differentiated instruction
-
...Jin & Lu, 2018; Jin et al., 2023).
Computer-Assisted Text Simplification and Automated Simplification Systems
Text simplification is the process of reducing the linguistic complexity of a text to im...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Exploring the blended learning design for argumentative writing
-
...line collaborative writing can be considered to encourage the equality and mutuality of
contributions within a group (Li & Zhu, 2017).
Tan Jin, Yanfang Su, and Jun Lei 31
Conclusion
The current ...
by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...line (in-class) group
discussion and subsequent online group revision (as shown in Figure 2). During the offline group
Zhan Shi, Fengkai Liu, Chun Lai, and Tan Jin 111
discussion, the teache...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- 2014 reviewer acknowledgements
-
...Jin Sook Lee
Lina Lee
Ronald Leow
2014 LLT Reviewers
Language Learning & Technology 200
Tim Levis
Mimi Li
Meei-Ling Liaw
Chin-Hsi Lin
Tsun-Ju Lin
Stephanie Linderman
Gillian Lord
David ...
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- How a Web-Based Course Facilitates Acquisition of English for Academic Purposes
-
...lines, including language education (Chapelle, 2001; Farretti, 2001; Gonzalez-Lloret, 2003; Tsou,
Wang, & Li, 2002). Language learning through technology has become a fact of life with important
impli...
by Jin Chen, Safia Belkada, Toshio Okamoto
in Volume 08 Number 2, May 2004
- Exploring the relationship between electronic literacy and heritage language maintenance
-
...line, playful language use and offline, formal literacy practices to be able to strategically
utilize the linguistic and pragmatic norms of both online and offline communities.
Another difficult is...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...li3, rustic), 浬 (li3, nautical mile), 哩 (li3,
mile), 鋰 (li3, a kind of metal), 狸 (li2, fox), 裡 (li3, inside), 娌 (li3, sister-in-law), 理 (li3, reason), and 鯉
(li3, a kind of fish). After learning the s...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
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