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 33 for Pan

Language Development and Scaffolding in a Sino-American Telecollaborative Project
...pant was a heritage learner of Chinese whose family language was Cantonese Chinese. One female American participant had lived in China for one and a half years as a teenager, and one male participant...

by Li Jin
in Volume 17 Number 2, June 2013

L2 pragmatics and CALL
...panish speech acts and Strategies for Learning Speech Acts in Japanese for learners of Japanese. Other examples of web materials can be found in Utashiro and Kawai (2009), who designed and developed...

by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...pants check attendance, signal presence, inform acknowledge, or express humor BY: hahah ON: JU??? DI: great she’s back ON: come out come out wherever you are~~ Technical Action Participants ...

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

Going to the MALL: Mobile Assisted Language Learning
...pan: The Newsletter of the JALT-CALL Special Interest Group, 10(2), 16-22. Dias, J. (2002, Summer/Fall). Cell phones in the classroom: Boon or bane? [Part 2]. C@lling Japan: The Newsletter of the J...

by George M. Chinnery
in Volume 10 Number 1, January 2006

Video recording in ethnographic SLA research: Some issues of validity in data collection
...pants (see Grimshaw, 1982a). Finally, ethnographic studies, which by definition study participants during naturally occurring events, must avoid any manipulation of the participants in terms of what...

by Margaret DuFon
in Volume 06 Number 1, January 2002

You've got some GALL: Google-Assisted Language Learning
...pansion, prompting discussions over "How much more should it be allowed to grab?" (Pearlstein, 2007), "Is Google too big?" (Spanbauer, 2007), and even "Is Google’s data grinder dangerous?" (Keen, 20...

by George Chinnery
in Volume 12 Number 1, February 2008

Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
...pant 20), scene clarity and sharpness (e.g., Participant 25), and the quality of lighting and color tones (e.g., Participant 72). They understood that delivering clear and impactful visuals was cruc...

by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025

Reading and grammar learning through mobile phones
...pan, a majority of Japanese students surveyed by Thornton and Houser (2005) preferred to receive learning materials on mobile phones rather than PCs. Current pedagogical theory also shows a parallel...

by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL

Digital mindsets: Teachers’ technology use in personal life and teaching
...pants. Table 1. Background Information about the Participants Participant Age Subject Year levels Years of teaching experience Lisa 53 EAL* 12 14 Jodie 31 Chinese language 3-4 6 Emma 48 EAL Pre...

by Ekaterina Tour
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
...panish speakers read the 288 words with a Spanish- transferred pronunciation. The instructions provided for these participants in phase 4 included: "read it with a marked Spanish accent," "read the l...

by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023