- Discovering collocations via data-driven learning in L2 writing
-
...lair,
1991; Wray, 2002), is an essential component of L2 learners’ lexical knowledge. Nevertheless, L2 learners
struggle to accurately use collocation in language production because they are unaware...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...laish et
al. (2019).
Based on Nation's (2011) work, our vocabulary pedagogy uses Ma's (2014, 2015) four-stage, memory-
based vocabulary learning framework: (1) discovering a new word, (2) getting it...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- A systematic review of technology-enhanced L2 listening development since 2000
-
...lain the cognitive systems involved in L2 listening. For example, Anderson (1985)
divided the listening process into three phases. First, listeners hold L2 sound streams in their working
memory. Sec...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
-
...laining, and predicting L2 communication (MacIntyre et al., 1998) and has been
found to influence the frequency and amount of L2 communication (MacIntyre & Charos, 1996;
Yashima, 2002), which can, i...
by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Lai et al., 2021; Li, 2014; Matielo et al., 2017; Vulchanova et al., 2015) or multiple full-length
episodes of TV programs (for example, Pujadas & Muñoz, 2020, 2024; Rodgers & Webb, 2017). Studies
...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Effects of digital game elements on engagement and vocabulary development
-
...ai & Chen, 2023; Long, 1980).
It can also provide scaffolding to enhance learner competence (Vygotsky, 1980). Fantasy can
contextualise learning materials, reduce anxiety, and foster autonomy to fac...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Expert and novice teachers talking technology: Precepts, concepts, and misconcepts
-
...laim, came out of being experienced
teachers who saw computers as yet another tool to exploit for instructional purposes.
I think the fact that the interaction with the students is so important and th...
by Carla Meskill, Jonathan Mossop, Stephen DiAngelo, Rosalie K Pasquale
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Promoting pre-service teachers’ reflections through a cross-cultural keypal project
-
...lain that within the sociocultural
perspective, “human cognition originates in and emerges out of participation in social activities” (p. 1).
Learning is
not the straightforward appropriation of s...
by Aleksandra Wach
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...laic expressions in Russian. Technology has been shown to be helpful in
teaching pragmatics (González-Lloret, 2019; Taguchi, 2022) in that speech acts or other pragmatically
informed interactions ca...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Thank Yous and Welcomes
-
...laire Kennedy
In January 2022, we welcomed the following new Editorial Board Members who have graciously agreed to serve for a three-year term.
Frederik Cornillie, KU Leuven
Frances...
in News & Announcements
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