- Effects of interactive chat versus independent writing on L2 learning
-
...Strong, University of Maryland
This study examines the importance of interaction for second language (L2) acquisition by
analyzing outcomes from two types of out-of-class activities. The study compa...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Review of English Central
-
...Strong 61
About the Author
Gregory Strong, English Department professor and language coordinator at Aoyama Gakuin University,
Tokyo for the past 26 years, now works as an educational consultant w...
by Gregory Strong
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Rankings
-
5.20 (5-Year impact factor)
The latest ISI Journal Citation Reports Ranking for 2023 showed that LLT had a 5-year impact factor of 5.20. In 2023, LLT placed 15th out of 297 Linguistics journals ...
in Rankings
- LL&T and Quantitative Research: Some Points of Advice
-
...strongly encouraged to share their data and materials using databases such as IRIS.
References
Brysbaert, M. (2019). How many participants do we have to include in properly powered...
in News & Announcements
- Review of Technology in the L2 Curriculum
-
...strong theoretical foundations of this text with their own
technological know-how and resources, which can make this a strong text in their teacher training
courses; however, novice teachers or thos...
by Jacob Kletzien
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Permissions
-
For articles published between 1997-2019, LLT authors hold the copyright for their articles published in the journal. Please obtain permission for republication directly from the individual auth...
in Permissions
- Review of Telecollaboration 2.0: Language, Literacies, and Intercultural Learning in the 21st Century
-
...strong theoretical focus that presents newly developed or adapted theoretical
frameworks and models. First, Helm and Guth provide a critical review of Byram’s (1997) intercultural
communicative comp...
by Olga Basharina
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Second Language Cyber Rhetoric: A Study of Chinese L2 Writers in an Online Usenet Group
-
...strong, potentially divisive response was necessary. There seemed to be some awareness of this
contradiction. In (6), a writer argues that any strong form of "fighting back" would contradict the tradi...
by Joel Bloch
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- "To gloss or not to gloss": An investigation of reading comprehension online
-
...strong textbase, neither
group could construct a strong situation model. The application of L1 theories (causal inferences,
situation model) and of think-aloud to L2 research represents a salient cont...
by Lara L Lomicka
in Volume 01 Number 2, January 1998
- L2 blogging: Who thrives and who does not?
-
...stronger epistemic
relations (ER+) in terms of the content of learning. (Note that LCT uses “stronger/weaker” or “relatively
strong/weak” rather than “strong/weak” to avoid the binaries of strong/we...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
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