- Special Issue of Special Issues: 20 Years of Language Learning & Technology
-
...heir works, how their works helped shape the field, and what progress has since
been made. They each look ahead to the future to inspire continuing research in the area.
In the introduction to the o...
by Philip Hubbard, Greg Kessler, Paige Ware
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
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...her to produce a joint product. The teacher trainees were a week ahead of the language
learners at the OU and WSL. Thus, the former selected and the PHH trainees translated some of the tasks
they ha...
by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012
- Becoming little scientists: Technologically-enhanced project-based language learning
-
...healthy and unhealthy). The scientist avatars then told the students that they
needed assistance and asked the students in the two schools if they would be willing to help (videotapes
of the student...
by Melinda Dooly, Randall Sadler
in Volume 20 Number 1, February 2016
- Vocabulary learning and retention through multimedia glossing
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...helped him perform better in the delayed post-test, as
he could associate the word meaning with the relevant animation clips: “We keep the images of the words
in the mind when we learn them by text ...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- Interactive ESL multimedia on the internet: A look at Shockwave Plaer and Vivoactive 2.0
-
...hen the L2 learner encounters difficulty, s/he
can click on the hint function, which provides immediate feedback and generates context-relevant clues.
One hallmark of these sites is their compliance t...
by Chris La Belle
in Volume 01 Number 2, January 1998
- Review of Technology-enhanced Language Learning
-
...help the learner achieve greater control of the learning process. This increased learner control changes
the roles not only of the learner, but also of the teacher and of the textbook. They and other ...
by Margaret Hayford O'Leary
in Volume 01 Number 2, January 1998
- E-learning and the development of intercultural competence
-
...hen reading the first article, 982
times when reading the second article, one time when reading the third article, and 121 times when
reading the fourth article. Among the uses, the students used th...
by Meei-Ling Liaw
in Volume 10 Number 3, Sepetember 2006
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...he floor, instead of asking prompt questions to elicit the
learner to speak further. Also, after providing the input, the teacher neglected to check whether the
learner understood it or not. The tea...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
- Reading comprehension exercises online: The effects of feedback, proficiency and interaction
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...hermore, transcripts of
the video sessions were written by the students themselves. The transcripts were then checked and
formatted by the researcher before being analyzed qualitatively. The results...
by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Interactive digital textbooks and engagement: A learning strategies framework
-
...he 13 participants, the three with
the lowest total hours, the three closest to the mean total hours (M = 12.65 hours/week), and the three with
the highest total hours were invited. Of those nine, s...
by Dawn Bikowski, Elliott Casal
in Volume 22 Number 1, February 2018
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