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 101 - 110 results of 119 for Li Yang

Riding the digital wilds: Learner autonomy and informal language learning
...linguistic and educational background; the availability and suitability of chosen or found online resources; the learner’s motivation, knowledge, and ability to use and re-use the resources producti...

by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Multimodal glosses revisited: Interplay of individual differences and repeated exposures
...lick on hyperlinks for annotations of new words. Before the reading test, a 67-word English text was presented on the screen to measure Baseline Reading Time, recorded from when the text appeared...

by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
...livery, linked to a single theme, directed at the same interlocutor” (Henri & Rigault, 1996, p. 62) and established a inter-rater reliability of 91%. They then used the criteria indicated in Table 2...

by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Digital social reading in CALL teacher education
...li, E. (2022). Digital social reading: Exploring multilingual graduate students’ academic discourse socialization in online platforms. Linguistics and Education, 71. https://doi.org/10.1016/j.linged...

by Levi McNeil, Joy Egbert
in Volume 28 Number 1, 2024

Investigating pragmatic learning opportunities and outcomes in different SCMC modes
...lized as PREs. This study developed a coding scheme based on Timpe-Laughlin et al.’s work (2021), supplemented by Chen and Lin (2021). PREs were categorized into explicit and implicit dimensions. Th...

by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
...like a smart tutor. … But I didn’t see much value in its replies. I started feeling like I was wasting my time”. Similarly, George, who also perceived Replika as a tool, became increasingly disengag...

by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...litating synchronous online peer response groups. Mei-Ya Liang Synchronous Online Peer Response Groups Language Learning & Technology 46 LITERATURE REVIEW L2 Interaction in Face-to-Face and O...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Vocabulary learning from watching YouTube videos and reading blog posts
...lish in school for at least five years (M = 10.4, SD = 3.3), but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in an English-speaking country f...

by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018

Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
...lization and cross-linguistic applicability. Writing self-efficacy, defined as learners’ confidence in their ability to complete writing tasks, has also been recognized as a central psychological f...

by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026

Who wrote this? An EAP think-aloud study on AI detection
...ling, and article deletion, that can successfully bypass many AI detectors, which questions their reliability. In addition to evasion strategies invented by GenAI users, the reliability of AI dete...

by Zainab Teraif
in Volume 30 Number 1, 2026