- Syntactic enhancement and second language literacy: An experimental study
-
...lained in the following.
The three reading portion are word analysis, reading comprehension, and literary response and analysis.
In the word analysis subtest (13–14 items), students were asked to us...
by Youngmin Park, Mark Warschauer
in Volume 20 Number 3, October 2016
- Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment
-
...Lai, 2000). Generally speaking, visuals are more likely to be processed in both
verbal and visual systems, and hence the probability that they are retained in working memory and
retrieved later from...
by Huifen Lin, Tsuiping Chen
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Review of Centro Virtual Camões – Aprender Portuguê_x0090_s
-
Language Learning & Technology
http://llt.msu.edu/vol12num3/review1/
October 2008, Volume 12, Number 3
pp. 14-22
Copyright © 2008. ISSN 1094-3501 14
REVIEW OF CENTRO VIRTUAL CAMÕES – APRENDER POR...
by Ricardo Vasconcelos
in Volume 12 Number 3, October 2008
- Student use and instructor beliefs: Machine translation in language education
-
...Lai & Chen, 2015; Tight, 2017; Yoon, 2016b, 2016a). For instance, Elola
and colleagues (2008) found that undergraduate L2 learners of Spanish drew on online dictionaries for a
range of reasons, from...
by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023
- Self-study with language learning software in the workplace: What happens?
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...Lai, Zhao, & Li, 2008; Nielson & González-Lloret, 2010; White, 2006).
Since commercially available packages like Rosetta Stone and Auralog claim to work as all-in-one
solutions for language learnin...
by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Discovering collocations via data-driven learning in L2 writing
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...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
- EFL adolescents’ engagement in artificial intelligence and peer interaction
-
...Lai, K. K.-W. (2020). Investigating college EFL learners’ perceptions
toward the use of Google Assistant for foreign language learning. Interactive Learning
Environments, 28(2), 1–16. https://doi....
by Juhee Lee
in Volume 29 Number 1, 2025
- 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
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...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
- Does comprehension of L2 television programs improve through regular classroom viewing?
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...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
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