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 11 - 20 results of 49 for Gao

Incorporating digital multimodal composing into game-enhanced language learning
...Gao (2020) identified three dimensions of affective changes during the process of video production, which enhanced learner’ awareness of digital empathy. Research focusing on the composing processes...

by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL

Automated versus peer assessment: Effects of learners' English public speaking
...Gao, 2021; Yao, 2021). The extent to which learners’ EPS competence is affected by their EPS self-efficacy (the students’ sense of their own capabilities in EPS) and student engagement (students’ in...

by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Online informal language learning: Insights from a Korean learning community
...Gao (2007) reveals a somewhat different dynamic at work in his tale of informal English learning in China: members of the Blue Rain Café frequently shared their real-life learning experiences via Ch...

by Daniel R. Isbell
in Volume 22 Number 3, October 2018

Riding the digital wilds: Learner autonomy and informal language learning
...ao, 2018), the impact of family views on language learning in the United Arab Emirates (Palfreyman, 2014), and the preference for socially-oriented, communal activities in Brazil over self-study mat...

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

Multimodal visualization reflections for collaborative pre-task planning in L2 Spanish
...Gao & Min; 2021). While findings generally support the value of PTP, scholars continue to debate its most effective forms and applications. Therefore, language teachers are encouraged to critically ...

by Juan M. Rostrán Valle
in Volume 30 Number 1, 2026

A study of pre-service EFL teachers’ acceptance of online teaching and the influencing factors
...Gao & Zhang, 2020; Zou & Li et al., 2021) revealed many challenges for EFL teaching and learning during the pandemic outbreak, including the use of technology-supported pedagogy. Teachers’ acceptanc...

by Weifeng Sun, Bin Zou
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
...Gao, 2020). For instance, Hsu and Lin (2022) investigated the role of intrinsic L2 motivation in a MALL context. They found that intrinsic motivation did not shape learners’ intention to use mobile ...

by Hyun-Bin Hwang
in Volume 30 Number 1, 2026

Who wrote this? An EAP think-aloud study on AI detection
...Gao et al. (2023), who discovered that while blind reviewers accurately identified 68% of ChatGPT-generated abstracts, they also mistakenly flagged 14% of genuine human work as AI-generated. Further...

by Zainab Teraif
in Volume 30 Number 1, 2026

Quantity and diversity of informal digital learning of English
...Gao, 2017), South Korea (Lee, 2017), Japan (Casanave, 2012), and Brazil (Cole & Vanderplank, 2016). Given the growing interest in understanding language learning in out-of-class CALL settings (i.e.,...

by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Bots for language learning now: Current and future directions
...Gao, Li, & Shum, 2018) and one in California, Facebook’s M (Simonite, 2017) have removed any questions regarding readiness on the part of users to use and trust a chatbot. During the past five yea...

by Luke Fryer, David Coniam, Rollo Carpenter, Diana Lăpușneanu
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics