LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
Home About People Contact

Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 111 - 120 results of 136 for Le

LITERALIA: Towards developing intercultural maturity online
...learning (Lewis, Woodin & St. John, 1996; Stickler, 2001; Stickler & Lewis, 2003) and the Open University's expertise in “mixed mode” or blended teaching and learning (Hampel, 2003; Lewis, 2006; Sti...

by Ursula Stickler, Martima Emke
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Distributed agency in AI-assisted L2 writing
...led ZPD- like scaffolding (Vygotsky, 1980), with Ben remaining the central agent while ChatGPT served as a learning coach. His reflection illustrates GAI-mediated deep learning: When learning to wr...

by Pin-Hsi Patrick Chen, Yichun Liu
in Volume 30 Number 1, 2026

Promoting revision in L2 writing: A mixed-methods study on the role of specialized AI feedback agents
...le we adopted DBR principles of ecological validity and design-oriented inquiry, our analysis reflects a single implementation cycle. Future work should pursue iterative redesign across multiple dep...

by Yujong Park, Jeeho Ryoo
in Volume 30 Number 1, 2026

A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
...le" in other ways, too, as in cycles of "accountability," cycles of "evaluation," and "monitoring" cycles where learners carefully reflect upon what they have learnt through the task they have complet...

by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004

Collaborative writing and text quality in Google Docs
...led to learner-to-learner scaffolding during which learners took on the roles of novice and expert in a dynamic way (i.e., taking turns in each role). They also “pooled resources whenever uncertaint...

by Zsuzsanna I. Abrams
in Volume 23 Number 2, June 2019

Building the porous classroom: An expanded model for blended language learning
...lementable change at the micro level as a means of ultimately affecting change at the meso and macro levels of context” (Levine, 2020 p. 45). No model of language learning will be universal in its a...

by Robert Godwin-Jones
in Volume 24 Number 3, October 2020

Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
...learners may demonstrate a knowledge of rules in controlled tasks (explicit knowledge) yet struggle to apply them fluently in writing (implicit knowledge); or vice versa, development in complexity mi...

by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025

Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
...lectronic learning (e-learning), mobile learning (m- learning), mobile devices, and wireless technologies has made u-learning possible for learners anytime, anywhere. One big difference between m-lea...

by Hee-Jung Jung
in Volume 18 Number 3, October 2014

Can clicker use support learning in a dual-focused second language German course?
...leichstellung der Homosexuellen Paare (TERM) a) Die Diskriminierung gegen homosexuelle Paare b) Die Gleichberechtigung c) Die Gleichheit d) Die Gleichbehandlung der homosexuellen Paare The lega...

by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018

The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
...le was decentralized, provided a favorable opportunity for learners to switch roles with the instructor and initiate more learner-learner interactions, making CMC discussion more learner-centered. I...

by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL