- "What's in a gloss?": A commentary on Lara L. Lomicka's "To gloss or not to gloss": An investigation of reading compreension online. Language Learning & Technology, Vol. 1, No. 2
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...learners gloss for their own benefit.
This is consonant with all pedagogies that promote learner autonomy and cooperative learning, and takes
advantage of the fact that learners can now easily annotat...
by Warren B. Roby
in Volume 02 Number 2, January 1999
- Effects of DDL technology on genre learning
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...learner strategies (Cotos & Huffman, 2013), learners’ perceptions
of usefulness of corpora (Rodgers, Chambers, & Le Baron-Earle, 2011), and changes in learners’ skills
development (Cotos, 2011; Yoon...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- “I do which the question”: Students’ innovative use of technology resources in the language classroom
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...learners interpret and act upon the task instructions). Comparing the teachers’ pedagogical design
and intended purpose of different technology-supported tasks with the actual way in which the learne...
by Melinda Dooly
in Volume 22 Number 1, February 2018
- Review of En Una Palabra: Sevilla, España, Córdoba, Argentina, and Puebla, México
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...learners. Paris-Bouvret, Pérez-Gironés, and Flores-
Zahir Mumin Review of En una Palabra
Language Learning & Technology 42
Cuadra’s main objective is to develop students’ cultural competence and l...
by Zahir Mumin
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
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...learner-centered process approach to second language (L2) writing, peer response has been widely
adopted and studied since the 1990s (Hyland & Hyland, 2006). The dialogic nature of peer response
see...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Special Issue Archive
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...Learner Autonomy and New Learning Environments
Volume 14 Number 2, June 2010
Special Issue On Technology And Learning Vocabulary
Volume 13 Number 3, October 2009
Special Issue On Technolog...
in Special Issue Archive
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
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...learner concordancing from the perspective of a cognitive tool that extends
learners’ cognitive abilities (Jonassen, 1992; Norman, 1993) and suggested that corpus consultation can
help learners solv...
by Choongil Yoon
in Volume 20 Number 1, February 2016
- Review of Creating effective blended language learning courses: A research-based guide from planning to evaluation
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...autonomy and reflection), and second language acquisition (SLA) principles (e.g., input,
interaction, and feedback). In the second half of the chapter, Mizza and Rubio present two main blended
paths...
by Ayşen Tuzcu
in Volume 25 Number 2, June 2021
- Effects of web-based collaborative writing on individual L2 writing development
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...learners to successfully engage in the collaborative
writing process (Storch, 2005). Collaboration can be encouraged through modeling the discourse of the
collaborators and training learners for col...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Language learners' perceptions of having two interactional contexts in eTandem
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...learners’ participation in eTandem learning. This study
incorporated pair work with group discussion as interactional contexts, connecting Korean language
learners with English language learners. Pa...
by Se Jeong Yang
in Volume 22 Number 1, February 2018
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