LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
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Showing 1051 - 1060 results of 1067 for Teacher Education

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...education]. Tilburg, The Netherlands: Katholieke Universiteit Brabant. Wesdorp, H. (1981). Evaluatietechnieken voor het moedertaalonderwijs [Evaluation techniques for mother tongue education]. 's ...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
...teachers and learners avoid subtitles that are too slow (for more proficient learners), but also too fast (above 20 cps), as they may lead to more shallow processing and potentially less learning. I...

by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024

Pragmatic feedback on refusals in a computer-simulated advising session
...teachers even report being uncomfortable with giving adult learners feedback on issues of (im)politeness, as this feedback-providing practice can make them feel as if they are imposing their cultura...

by Paul Richards
in Volume 28 Number 1, 2024

Oral computer-mediated interaction between l2 learners: it’s about time!
...teacher strategies (Meskill & Anthony, 2005), socialization (Sengupta, 2001; Shin, 2006), individual differences (Payne & Ross, 2005), or studies that compared synchronous versus asynchronous CMC (P...

by Iñigo Yanguas
in Volume 14 Number 3, October 2010

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...teachers and technology experts? The research to date has tended only to examine learner behaviors generated in SCMC without coupling such tasks with multimodal materials (Blake, 2000 and Keller-Lal...

by Karina Collentine
in Volume 13 Number 2, June 2009

When readers’ minds wander: How cognitive and affective variables shape mobile-assisted L2 reading comprehension
...educational success, and social participation. Reading literacy, in turn, is a prerequisite for students’ academic achievement across subject areas and a foundation for effective participation in an...

by Xiaoming Yang, Tengfei Wang
in Volume 30 Number 1, 2026

Signal analysis software for teaching discourse intonation
...teacher is presenting leads to many problems, because the perceptual abilities of the pupils in general have not been developed sufficiently and specifically enough for the perception of intonation. (...

by Dorothy Chun
in Volume 02 Number 1, July 1998

How captions help people learn languages: A working-memory, eye-tracking study
...teacher’s ordering of video showings (with and without captions). We also investigated the impact of L1–L2 orthography differences. In post-task interviews, we found that captions helped learners wi...

by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019

Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges
...teacher) (Lyster, 2004), and in NS-NNS peer interaction are largely indistinguishable from instances of negotiation of meaning. A recast was defined as a “well-formed reformulation of a learner’s n...

by Tripp Strawbridge
in Volume 25 Number 2, June 2021

Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
...education&q;:&q;Education&q;,&q;person.page.orcid.sync-profile.identifiers&q;:&q;Identifiers&q;,&q;person.page.orcid.sync-fundings.all&q;:&q;All fundings&q;,&q;person.page.orcid.sync-fundings.mine&q;:...

by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024