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 141 - 150 results of 458 for Strong

Peer feedback on language form in telecollaboration
...strong focus on grammar. E-partnering 51.9 14.8 33.3 *Note. E-tutoring, n = 23; e-partnering, n = 27. Clearly, both groups of students strongly favored writing to native speakers as part of their la...

by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008

Review of Language Learning Online: Towards Best Practice
...strong need to encourage a software development environment where pedagogy drives the technology rather than the other way round. This is not uncommon. Most software development must cope with the pro...

by Steve Bird
in Volume 07 Number 3, September 2003 Special Issue Distance Learning

Review of advanced L2 pronunciation tool: BoldVoice
...strong grammar and vocabulary, poor pronunciation could hinder intelligibility. Given these concerns, BoldVoice—an automatic speech recognition (ASR) application—provides structured and accessible p...

by Mohamed Almahdi, Bryan Smith
in Volume 29 Number 1, 2025

Announcements: News from sponsoring organizations
...strong sense of community promotes the sharing of expertise in a variety of educational contexts. Members include directors and staff of language labs, resource or media centers, language teachers at ...

in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning

Review of Computer Games and Language Learning
...strong, perhaps so as not to squelch new scholarship in a field still struggling to find legitimacy. In Chapter 7, the author presents an empirical study of interaction in MMORPGs among Japanese le...

by Jonathon Reinhardt
in Volume 18 Number 3, October 2014

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
...strong. In this respect, 10.5% of the variance in their listening comprehension scores could be explained by their listening recognition scores. This shows the weak explanatory power of the listenin...

by Marwa Hafour
in Volume 29 Number 1, 2025

The formative role of teaching presence in blended Virtual Exchange
...strong correlation between the quality of TP and the perceived learning outcomes (Shea, Li, Swan, & Picket, 2005; Wendt & Courduff, 2018). For example, in the case of insufficient TP, social activit...

by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Effects of virtual exchanges on learners’ affective and speaking outcomes
...strong correlation between L2 WTC, competence, and anxiety, with later research confirming perceived competence and L2 anxiety were strong predictors of L2 WTC (MacIntyre et al., 2001). Communicatio...

by Kanako Tabuchi, Sho Kobayashi, Yuya Nakagawa, John Roberts
in Volume 30 Number 1, 2026

Unpacking EFL students’ engagement with GAI in digital multimodal composing
...strong positive emotions, describing GAI as a “constant ally” or “silent teammate” that supported them throughout the project. Specifically, all students experienced a strong sense of relief because...

by Yu Zhang, Lawrence Jun Zhang, Li Jia, Yumei Yang
in Volume 30 Number 1, 2026

Review of Informal digital learning of English: Research to practice
...strong (unstructured; 100% learner-initiated) forms of extramural CALL. To make the concepts accessible to readers, Lee provides practical examples of all three stages. The second section of Chapte...

by Lucas Kohnke
in Volume 26 Number 1, 2022